AI Bantu Mahasiswa Nulis Skripsi, Tapi Jangan Sampai Otak Ikut Pensiun!

Kalau ngomongin skripsi, hampir semua mahasiswa pasti punya cerita traumanya masing-masing. Ada yang stres karena revisi, ada yang bingung cari ide, dan ada juga yang cuma buka laptop lalu menatap layar kosong selama dua jam. Di tengah situasi seperti itu, kehadiran AI terasa seperti “penolong dadakan” yang datang di waktu yang tepat. Tools seperti ChatGPT, Grammarly, sampai QuillBot sekarang mulai jadi teman sehari-hari mahasiswa. Bahkan, buat sebagian orang, AI sudah seperti partner nugas yang selalu siap 24 jam. Tapi pertanyaannya, apakah AI benar-benar membantu mahasiswa jadi lebih pintar, atau malah bikin mereka terlalu bergantung?

Artikel ini membahas bagaimana mahasiswa teknik sipil memandang penggunaan AI dalam penulisan skripsi, khususnya saat menyusun proposal . Penelitian dilakukan menggunakan pendekatan kuantitatif deskriptif dengan bantuan kuesioner skala Likert. Fokusnya bukan cuma soal “apakah AI dipakai,” tapi juga bagaimana mahasiswa melihat manfaat, kemudahan, sampai risiko penggunaannya. Hasilnya ternyata cukup menarik. AI memang dianggap sangat membantu, tapi di saat yang sama juga mulai menimbulkan kekhawatiran baru.

Hal pertama yang paling terlihat adalah bagaimana AI dipakai untuk mencari ide. Banyak mahasiswa merasa kesulitan memulai tulisan akademik karena bingung menentukan arah pembahasan. AI akhirnya jadi alat brainstorming instan yang bisa membantu mereka menemukan topik, menyusun kerangka, bahkan membuat draft awal. Dalam penelitian ini, sekitar 85% mahasiswa mengaku menggunakan AI untuk menghasilkan ide. Angka itu menunjukkan bahwa AI sudah benar-benar masuk ke proses akademik sehari-hari mahasiswa.

Selain mencari ide, AI juga banyak dipakai untuk memperbaiki grammar dan parafrase. Buat mahasiswa teknik sipil yang fokus utamanya bukan bahasa Inggris, fitur seperti ini jelas terasa sangat membantu. Mereka tidak perlu lagi terlalu lama memikirkan struktur kalimat atau pemilihan kata. Tinggal copy-paste, lalu AI memberikan versi yang dianggap lebih “rapi” dan akademik. Sekitar 80% mahasiswa menggunakan AI untuk grammar correction, sementara 78% menggunakannya untuk parafrase.

Di satu sisi, ini sebenarnya bukan hal yang buruk. Menulis akademik memang sulit, apalagi dalam bahasa asing. Banyak mahasiswa punya ide bagus, tapi kesulitan menuangkannya dalam bentuk tulisan yang formal dan sistematis. AI hadir sebagai alat bantu yang membuat proses itu terasa lebih ringan. Menurut Baltà‐Salvador et al. (2025), AI dapat membantu meningkatkan efisiensi dan kualitas penulisan akademik mahasiswa. Jadi wajar kalau banyak mahasiswa mulai nyaman menggunakannya.

Yang menarik, mahasiswa ternyata punya persepsi yang cukup positif terhadap AI. Nilai rata-rata tertinggi dalam penelitian ini muncul pada aspek perceived usefulness atau manfaat penggunaan AI. Artinya, mayoritas mahasiswa benar-benar merasa AI membantu pekerjaan mereka. Mereka merasa lebih cepat menyelesaikan tugas, lebih mudah mengembangkan ide, dan lebih percaya diri saat menulis. AI dianggap bukan sekadar alat tambahan, tapi sudah menjadi bagian dari proses belajar itu sendiri. Ini menunjukkan perubahan besar dalam cara mahasiswa belajar di era digital.

Selain dianggap bermanfaat, AI juga dinilai mudah digunakan. Mayoritas mahasiswa tidak merasa kesulitan memahami cara kerja tools AI. Bahkan banyak yang merasa penggunaannya jauh lebih simpel dibanding mencari referensi manual atau memperbaiki tulisan sendiri. Hal ini sejalan dengan penelitian George & Wooden (2023) yang menyebutkan bahwa AI semakin populer karena menawarkan kemudahan dan aksesibilitas tinggi bagi mahasiswa. Semakin mudah sebuah teknologi digunakan, semakin cepat juga teknologi itu diadopsi.

Kemudahan inilah yang kemudian membuat AI terasa “nagih.” Mahasiswa jadi terbiasa meminta bantuan AI untuk hampir semua proses penulisan. Mulai dari membuka paragraf, membuat kalimat akademik, sampai memperbaiki kesimpulan. Lama-lama muncul pertanyaan penting: apakah mahasiswa masih benar-benar belajar menulis? Atau mereka cuma belajar bagaimana memberikan prompt yang bagus ke AI? Di titik ini, kekhawatiran mulai muncul.

Salah satu isu terbesar dalam penggunaan AI adalah soal ketergantungan. Dalam penelitian ini, skor dependency atau ketergantungan berada di angka yang cukup tinggi. Artinya, mahasiswa sadar bahwa mereka mulai terlalu sering bergantung pada AI saat menulis. Ini cukup berbahaya kalau dibiarkan terus-menerus. Karena pada akhirnya, kemampuan berpikir kritis dan kemampuan menyusun argumen tetap harus berasal dari manusia, bukan mesin.

Masalah lainnya adalah soal etika akademik. Banyak mahasiswa mulai menggunakan AI tanpa benar-benar memahami batasannya. Ada yang menggunakan AI hanya untuk bantuan tata bahasa, tapi ada juga yang mulai meminta AI membuat isi tulisan secara penuh. Di sinilah risiko plagiarisme dan manipulasi akademik mulai terlihat. Menurut Alqahtani et al. (2023), penggunaan AI tanpa kontrol dapat mengaburkan batas antara bantuan teknologi dan pelanggaran akademik. Jadi masalahnya bukan pada teknologinya, tapi pada bagaimana manusia menggunakannya.

Kalau dipikir-pikir, AI sebenarnya mirip kalkulator dalam dunia matematika. Kalkulator membantu menghitung lebih cepat, tapi kalau seseorang tidak memahami konsep dasarnya, hasil akhirnya tetap berbahaya. Begitu juga dengan AI dalam penulisan akademik. AI bisa membantu mempercepat proses, tapi mahasiswa tetap harus memahami isi dan logika dari tulisan mereka sendiri. Kalau tidak, mereka hanya menghasilkan teks tanpa benar-benar memahami maknanya. Dan itu jelas bukan tujuan pendidikan.

Menariknya lagi, penelitian ini menunjukkan bahwa mahasiswa sebenarnya sadar akan risiko tersebut. Mereka tahu bahwa penggunaan AI berlebihan bisa membuat kemampuan berpikir mereka menurun. Mereka juga sadar bahwa terlalu mengandalkan AI dapat memengaruhi orisinalitas tulisan. Jadi sebenarnya mahasiswa tidak sepenuhnya “terlena.” Mereka paham bahwa AI punya sisi positif dan negatif sekaligus. Kesadaran ini menjadi poin penting dalam perkembangan literasi digital di perguruan tinggi.

Dalam konteks teknik sipil, kemampuan menulis tetap sangat penting. Banyak orang mengira mahasiswa teknik hanya berurusan dengan angka dan gambar proyek. Padahal mereka juga harus membuat laporan, proposal penelitian, hingga dokumentasi teknis yang membutuhkan kemampuan komunikasi akademik yang baik. AI memang bisa membantu menyusun tulisan lebih cepat. Tapi pemahaman teknis dan logika berpikir tetap harus datang dari mahasiswa itu sendiri. Teknologi tidak bisa menggantikan pengalaman dan pengetahuan manusia sepenuhnya.

Penelitian ini juga memperlihatkan bagaimana pendidikan mulai berubah. Dulu mahasiswa harus mencari semuanya sendiri secara manual. Sekarang, teknologi membuat hampir semua hal bisa dilakukan lebih cepat. Ini membuat proses belajar jadi lebih fleksibel dan efisien. Namun di saat yang sama, tantangan baru juga muncul. Kampus dan dosen harus mulai memikirkan bagaimana cara mengintegrasikan AI secara sehat dalam proses pembelajaran.

Larangan total terhadap AI mungkin bukan solusi terbaik. Faktanya, teknologi ini sudah terlalu dekat dengan kehidupan mahasiswa. Bahkan di dunia kerja nanti, AI kemungkinan besar akan menjadi bagian dari aktivitas profesional sehari-hari. Jadi daripada melarang, mungkin lebih baik mengajarkan cara menggunakan AI secara bijak. Mahasiswa perlu dibimbing agar AI menjadi alat bantu berpikir, bukan pengganti berpikir.

Yang juga menarik adalah bagaimana AI mengubah cara mahasiswa melihat proses menulis. Menulis yang dulu terasa menakutkan sekarang jadi lebih approachable. Mahasiswa jadi lebih berani mulai menulis karena tahu ada “asisten digital” yang siap membantu. Dalam beberapa kasus, ini bisa meningkatkan motivasi belajar. Menurut Utami & Winarni (2023), AI mampu meningkatkan rasa percaya diri mahasiswa dalam proses akademik. Dan kadang, rasa percaya diri memang menjadi langkah pertama untuk berkembang.

Meski begitu, AI tetap punya keterbatasan. AI tidak benar-benar “mengerti” konteks seperti manusia. Kadang hasil tulisannya terdengar terlalu umum, terlalu formal, atau bahkan tidak sesuai dengan maksud asli penulis. Kalau mahasiswa langsung menerima semua hasil AI tanpa evaluasi, kualitas akademik bisa menurun. Karena itu, kemampuan editing dan critical thinking tetap menjadi hal yang sangat penting.

Penelitian ini secara tidak langsung memberi pesan bahwa masa depan pendidikan akan sangat dipengaruhi oleh AI. Cepat atau lambat, mahasiswa dan dosen harus beradaptasi dengan perubahan ini. Pertanyaannya bukan lagi “boleh atau tidak menggunakan AI,” tapi bagaimana menggunakannya dengan bertanggung jawab. Dunia akademik perlu membuat pedoman yang jelas agar penggunaan AI tetap etis dan mendukung proses belajar. Karena tanpa aturan yang tepat, manfaat besar AI bisa berubah menjadi masalah baru.

Sebagai kesimpulan, AI bukan musuh dalam pendidikan. AI hanyalah alat. Sama seperti internet, kalkulator, atau software desain, semuanya tergantung pada siapa yang menggunakannya. Kalau digunakan dengan bijak, AI bisa membantu mahasiswa berkembang lebih cepat. Tapi kalau digunakan secara malas dan tanpa kontrol, AI justru bisa membuat kemampuan berpikir manusia melemah perlahan.

Jadi, mungkin masalah utamanya bukan pada teknologinya. Masalah sebenarnya adalah apakah kita masih mau berpikir sendiri ketika semuanya sudah bisa dibantu mesin. Karena sehebat apa pun AI berkembang, kemampuan berpikir kritis, memahami masalah, dan menyusun ide tetap menjadi hal yang paling manusiawi. Dan itu adalah sesuatu yang tidak boleh hilang dari dunia pendidikan.

Referensi:

Alqahtani, T., Badreldin, H. A., Alrashed, M., Alshaya, A. I., Alghamdi, S. S., Saleh, K. B., ... & Albekairy, A. M. (2023). The emergent role of artificial intelligence, natural learning processing, and large language models in higher education and research. Research in Social and Administrative Pharmacy, 19(8), 1236–1242. https://doi.org/10.1016/j.sapharm.2023.05.016

Baltà‐Salvador, R., Olmedo‐Torre, N., Peña, M., & Renta‐Davids, A. I. (2025). Artificial intelligence in higher education: Opportunities and challenges for academic writing. Education Sciences, 15(2), 201–214.

George, A. S., & Wooden, O. (2023). Managing the strategic transformation of higher education through artificial intelligence. Administrative Sciences, 13(9), 196. https://doi.org/10.3390/admsci13090196

Utami, A. R., & Winarni, R. (2023). The impact of AI-assisted learning on students’ academic writing confidence. Journal of Language and Education, 9(3), 55–67.

Maybe AI Isn’t Ruining Student Writing - Maybe It’s Finally Helping Them Learn

For years, writing has been one of the biggest struggles for students learning English as a foreign language. It’s not just about grammar mistakes or awkward vocabulary choices. Writing requires students to organize ideas, connect arguments, and express thoughts clearly in another language. For many students, especially those outside language-related majors, this feels exhausting. Civil engineering students, for example, often see writing as something distant from their technical world. But in reality, academic and professional success today depends heavily on communication skills.

One of the hardest parts of academic writing is paraphrasing. Sounds simple in theory, but in practice, many students struggle to rewrite ideas without copying directly from the source. This usually happens because they lack vocabulary, confidence, or understanding of sentence structure. As a result, students often end up unintentionally plagiarizing or producing weak academic writing. Studies have shown that paraphrasing is closely tied to comprehension and critical thinking skills (Ayton et al., 2022). So when students fail at paraphrasing, the problem is often deeper than just language ability.

The challenge becomes even bigger in English for Specific Purposes (ESP) classes. Civil engineering students are not just writing random essays about hobbies or travel. They are expected to produce technical reports, explain project designs, and discuss engineering concepts professionally. That means their writing needs to be accurate, formal, and discipline-specific. General English classes rarely prepare students for this kind of communication. And honestly, many students feel lost trying to bridge the gap between technical knowledge and academic English.

This is why AI tools have suddenly become part of the conversation in education. Over the last few years, applications powered by artificial intelligence have started changing the way students approach writing. Instead of waiting for teacher feedback days later, students can now receive instant suggestions in seconds. AI tools can recommend better vocabulary, fix grammar mistakes, and even restructure sentences automatically. Naturally, this is not only creates excitement but also controversy. Some people think AI will make students lazy, while others believe it could completely transform learning.

One tool that has gained huge popularity among students is QuillBot. If you’ve spent any time around university students recently, chances are you’ve heard someone mention it. QuillBot is basically an AI-powered paraphrasing tool that rewrites sentences in different styles and structures. Students can paste a sentence, click a button, and instantly receive alternative versions. It sounds almost too easy, which is exactly why educators have mixed feelings about it. But the bigger question is not whether students use AI - it’s how they use it.

The article you wrote explored exactly this issue by focusing on civil engineering students in an ESP context . The study used a quasi-experimental design involving two groups of students. One group learned writing with the help of QuillBot, while the other relied on traditional instruction without AI assistance. Both groups completed pre-tests and post-tests measuring paraphrasing, grammar, vocabulary, and coherence. The results turned out to be surprisingly clear. Students who used QuillBot improved far more significantly than those who didn’t.

The numbers alone tell an interesting story. The experimental group’s average score jumped from 63.69 to 79.68 after using QuillBot-assisted learning. Meanwhile, the control group only improved slightly, from 62.98 to 67.69. That difference is difficult to ignore. In educational research, improvements that large usually signal something meaningful happening in the learning process. It suggests that AI tools can actually support learning instead of simply doing the work for students.

What’s especially interesting is where the improvement happened. Vocabulary development showed one of the strongest gains. Students became more comfortable using varied expressions and alternative wording in their writing. This makes sense because QuillBot constantly exposes users to multiple sentence possibilities. According to Amara et al. (2025), this kind of interaction can help learners expand their lexical repertoire naturally. In other words, students aren’t just copying. They’re being exposed to new language patterns repeatedly.

Grammar also improved noticeably. Many students struggle because they know what they want to say, but they don’t know how to structure it correctly in English. QuillBot acts almost like a silent writing tutor by showing grammatically improved alternatives. Over time, students begin recognizing correct patterns and internalizing them. This reflects what second-language researchers often call the “noticing effect,” where learners improve by repeatedly seeing accurate language input (Dai & Liu, 2024). Sometimes seeing the correction instantly is more powerful than reading long explanations in a textbook.

Another major improvement appeared in coherence and organization. Before the treatment, many students wrote paragraphs that felt disconnected or difficult to follow. After using QuillBot, their writing became more structured and easier to understand. The tool indirectly helped students organize ideas more logically. Instead of jumping randomly between thoughts, students learned how smoother sentence flow works. That’s incredibly important in technical writing, where clarity matters as much as content itself.

What makes this even more relevant is the context of civil engineering education. Engineering students are often overloaded with technical courses, calculations, and project work. Writing classes can easily feel secondary or unimportant. But modern engineering careers require communication constantly—reports, proposals, emails, presentations, and international collaboration. Hyland (2019) argues that ESP instruction should focus on real communication demands in professional contexts. So improving writing skills isn’t just an academic exercise anymore; it’s career preparation.

Still, we can’t pretend AI tools are perfect. One of the biggest concerns is dependency. If students rely too much on QuillBot, they may stop thinking critically about language choices. Instead of learning how to paraphrase independently, they might simply press a button and accept whatever appears on the screen. That creates a dangerous habit. Technology should support thinking, not replace it entirely.

There’s also the issue of academic integrity. Critics argue that AI paraphrasing tools blur the line between assistance and dishonesty. If students rewrite texts using AI without truly understanding the content, are they really learning? This concern is valid. Writing is supposed to reflect comprehension, not just linguistic manipulation. Educators therefore need to guide students carefully so that AI becomes a learning companion rather than a shortcut around learning.

At the same time, blaming AI alone feels unfair. Students have always searched for easier ways to complete assignments. The real responsibility lies in how institutions and teachers integrate technology into education. Instead of banning tools like QuillBot outright, educators could focus on teaching students ethical and meaningful ways to use them. AI literacy might actually become one of the most important academic skills in the future. Knowing how to collaborate responsibly with technology could matter more than pretending technology doesn’t exist.

Interestingly, the findings from your article also support earlier research about AI-assisted writing. Mohammad et al. (2023) found that students became more enthusiastic about writing when using QuillBot. Syahnaz and Fithriani (2023) similarly reported positive student perceptions regarding AI-assisted paraphrasing tools. Students often feel less anxious when they have immediate support during the writing process. Confidence, after all, plays a huge role in language learning success.

But what makes your study stand out is that it goes beyond perception. Many studies only ask students whether they “like” using AI tools. Your research actually measured improvement through tests and statistical analysis . That makes the findings stronger and more practical. It shows measurable progress rather than just opinions or feelings. And honestly, that kind of evidence matters when discussing technology in education.

The bigger takeaway here is that AI probably isn’t the enemy of education people fear it is. Tools like QuillBot don’t automatically destroy creativity or critical thinking. In many cases, they can reduce frustration and make learning more accessible. Students who previously struggled to express ideas may finally feel capable of writing confidently. Of course, guidance and balance remain essential. But completely rejecting AI could mean ignoring tools that genuinely help students grow.

At the end of the day, maybe the goal of education should not be protecting old methods at all costs. Maybe the goal should be helping students communicate better, think more clearly, and learn more effectively. If AI tools can support that process responsibly, then they deserve a place in modern classrooms. The challenge now is not whether AI belongs in education. The real challenge is figuring out how to use it wisely without losing the human side of learning.

References:

Amara, R., Rahmah, L. S., & Ruswandi, R. (2025). The University EFL Students’ Perceptions of QuillBot as an AI-Based Tool for Enhancing Paraphrasing Skills and Academic Writing in English. Journal of Educational Sciences, 9(5), 4298–4307. https://doi.org/10.31258/jes.9.5.p.4298-4307

Ayton, D., Hillman, C., Hatzikiriakidis, K., Tsindos, T., Sadasivan, S., Maloney, S., & Illic, D. (2022). Why do students plagiarise? Informing higher education teaching and learning policy and practice. Studies in Higher Education, 47(9), 1921–1934. https://doi.org/10.1080/03075079.2021.1985103

Dai, K., & Liu, Q. (2024). Leveraging artificial intelligence (AI) in English as a foreign language (EFL) classes: Challenges and opportunities in the spotlight. Computers in Human Behavior, 159, 108354. https://doi.org/10.1016/j.chb.2024.108354

Hyland, K. (2019). English for specific purposes: Some influences and impacts. In Second handbook of English language teaching (pp. 337–353). Springer. https://doi.org/10.1007/978-3-030-02899-2_19

Mohammad, T., Alzubi, A. A., Nazim, M., & Khan, S. I. (2023). EFL Paraphrasing Skills with QuillBot: Unveiling Students' Enthusiasm and Insights. Journal of Pedagogical Research, 7(5), 359–373. https://doi.org/10.33902/JPR.202324645

Syahnaz, M., & Fithriani, R. (2023). Utilizing artificial intelligence-based paraphrasing tool in EFL writing class. Scope: Journal of English Language Teaching, 7(2), 210–218. http://dx.doi.org/10.30998/scope.v7i2.14882

Maybe Engineers Don’t Hate English - They Just Need Better Tools to Learn It

Let’s be honest! Most civil engineering students don’t wake up excited to study English. For many of them, language learning feels like a side quest that has nothing to do with bridges, concrete, or structural analysis. But here’s the uncomfortable truth: English is everywhere in engineering. From textbooks and research papers to technical manuals and global collaboration, it’s basically unavoidable. The problem isn’t that students don’t need English. It’s that the way we teach it often feels disconnected from their real world. And that’s where things start to fall apart.

Interestingly, research has long emphasized how critical English is in academic and professional settings, especially in globalized fields like engineering (Khan & Ali, 2010). Students are expected to read complex materials, understand technical terms, and communicate ideas clearly. Yet, many still struggle, not because they lack ability, but because they lack motivation. Traditional teaching methods, dominated by lectures and textbooks, don’t exactly spark excitement. So the real question becomes: what if the issue isn’t the students, but the tools we’re using?

This is where digital technology starts to change the conversation. Over the past decade, learning has shifted from rigid, classroom-centered systems to more flexible and interactive environments. Students today can access materials anytime, anywhere, which fits much better with their busy academic lives. Technology also encourages more active participation instead of passive listening, which has been shown to improve engagement and learning outcomes (Shadiev & Wang, 2022). In short, learning doesn’t have to feel like a chore anymore, it can actually be part of daily life.

One approach that stands out is Mobile-Assisted Language Learning (MALL). It sounds fancy, but the idea is simple: using your phone to learn a language. And honestly, it makes perfect sense. Students already spend hours on their phones, why not turn some of that time into something productive? Mobile learning allows for short, flexible learning sessions that can happen anytime, whether you’re waiting for a class or commuting. Studies show that this kind of accessibility can significantly improve consistency in learning (Akram et al., 2021).

Now let’s talk about Duolingo, probably the most recognizable language-learning app out there. What makes it interesting isn’t just its content, but how it delivers it. Instead of traditional lessons, it uses gamification points, levels, streaks to keep users engaged. This simple design trick turns learning into something that feels more like playing a game than studying. And surprisingly, it works. Research shows that Duolingo is particularly effective in helping learners build vocabulary and basic grammar skills through repetition and immediate feedback (Loewen et al., 2019).

But Duolingo isn’t perfect. While it’s great for beginners, it doesn’t fully prepare students for real-world communication. Engineering students, for example, need to understand technical discussions, write reports, and present ideas. These are complex skills that go beyond tapping answers on a screen. Some studies even point out that Duolingo lacks depth in developing speaking and writing abilities (Kazu & Kuvvetli, 2025). So while it’s a great starting point, it shouldn’t be the only tool in the toolbox.

From Classroom to Chatroom: Belajar Speaking dengan Bantuan AI

Mengajar bahasa Inggris di jurusan teknik sipil itu punya tantangan unik. Mahasiswa biasanya sangat kuat di sisi teknis, seperti menggambar, menghitung struktur, atau membahas material bangunan, tapi ketika masuk ke kelas bahasa Inggris, sering kali muncul ekspresi “aduh, susah, Pak/Bu”. Padahal kemampuan bahasa Inggris, terutama untuk komunikasi, jadi modal penting kalau mereka nanti bekerja di proyek internasional, ikut seminar, atau bahkan sekadar membaca manual alat yang sebagian besar ditulis dalam bahasa Inggris.

Salah satu keterampilan yang paling sering bikin mahasiswa grogi adalah speaking. Banyak yang paham grammar dasar, tahu kosakata, bahkan bisa menjawab soal pilihan ganda, tapi kalau disuruh ngomong, apalagi percakapan spontan, langsung kaku. Hal ini sebenarnya wajar, karena mereka jarang dapat kesempatan latihan berbicara yang natural, dan sering takut salah. Nah, di sinilah saya mulai coba melibatkan AI, khususnya ChatGPT atau aplikasi sejenis, untuk membantu mahasiswa berlatih.

AI ini bekerja seperti teman ngobrol yang nggak pernah bosan dan nggak pernah menilai. Kalau mahasiswa salah ngomong, AI tidak akan menertawakan. Kalau mereka bingung cari kata, AI bisa kasih alternatif dengan cara yang sederhana. Dengan begitu, speaking yang tadinya dianggap momok, bisa jadi latihan yang lebih rileks. Saya perhatikan, ketika mereka mencoba bicara dengan AI, beban psikologisnya jauh lebih ringan daripada kalau mereka harus langsung presentasi di depan kelas.

Pengalaman pertama saya memperkenalkan AI di kelas cukup menarik. Saya buka laptop, tunjukkan cara chat dengan AI, lalu saya tulis, “Let’s talk about construction materials.” AI langsung merespons dengan pertanyaan sederhana seperti “What kind of construction materials do you usually use in civil engineering?” Mahasiswa yang biasanya diam, akhirnya mencoba menjawab, meskipun dengan kalimat patah-patah. Saya tidak menuntut grammar sempurna, yang penting mereka berani bicara dulu.

Setelah itu, saya kasih ide ke mahasiswa untuk pakai AI lewat HP mereka sendiri. Saya minta mereka tulis satu kalimat tentang topik tertentu, lalu AI akan menanggapi. Semakin lama, mahasiswa terbiasa untuk menjawab balik, dan percakapan pun mengalir. Dari yang tadinya cuma satu kalimat, lama-lama bisa jadi dua sampai tiga kalimat. Perkembangan kecil seperti ini sudah cukup membuat saya merasa penggunaan AI bermanfaat.

AI juga bisa dipakai untuk memberikan role play. Misalnya, saya bilang ke AI, “Pretend you are a project manager, and I am a civil engineering student who wants to apply for a job.” Lalu AI mulai bertanya, “Can you tell me about your experience in construction projects?” Mahasiswa kemudian belajar menjawab, walau dengan bahasa sederhana. Ini jauh lebih interaktif dibandingkan sekadar menghafal teks percakapan yang sudah ada di buku.

Tentu saja, saya tidak hanya menyerahkan semua ke AI. Saya tetap mendampingi, memberi koreksi di sana-sini, dan menjelaskan kalau ada kalimat yang kurang pas. AI jadi semacam media latihan tambahan, bukan pengganti dosen. Yang saya suka, mahasiswa bisa lanjut berlatih di luar kelas tanpa harus menunggu jadwal kuliah. Jadi proses belajarnya tidak terbatas di ruang kelas saja.

Ada satu contoh yang cukup lucu. Saya minta mahasiswa untuk mencoba berbicara tentang “bridge construction.” AI lalu bertanya, “What are the most important factors when designing a bridge?” Mahasiswa ini menjawab, “The important factor is strong, not fall down.” Semua tertawa, tapi justru dari situ kita belajar. Saya jelaskan kalau lebih naturalnya bisa bilang, “The most important factor is the strength of the bridge, so it won’t collapse.” Dari kesalahan sederhana itu, mereka jadi ingat lebih kuat.

AI juga bisa dipakai untuk melatih pronunciation. Memang, AI berbasis teks tidak bisa menilai pelafalan langsung, tapi kalau pakai aplikasi berbasis suara seperti ChatGPT voice, mahasiswa bisa ngomong langsung. Kalau AI bingung, berarti ada yang salah dengan pronunciation, dan mahasiswa bisa mencoba memperbaiki. Ini cukup membantu melatih kepercayaan diri, apalagi buat mahasiswa yang jarang berinteraksi dengan native speaker.

Dalam konteks teknik sipil, banyak istilah yang jarang muncul di percakapan sehari-hari. Misalnya, kata-kata seperti “reinforcement” “foundation” “load-bearing” atau “sustainability” Dengan AI, saya bisa membuat simulasi percakapan yang memuat istilah-istilah tersebut, sehingga mahasiswa terbiasa mendengarnya. Jadi, saat nanti mereka baca jurnal internasional atau mendengar presentasi, istilah itu tidak terdengar asing lagi.

Parafrase Tanpa Pusing: Saatnya Mahasiswa Kenalan Sama AI yang Bisa Jadi Teman Nulis Skripsi

Di dunia perkuliahan, khususnya di Politeknik, mahasiswa sering kali dihadapkan pada tantangan penulisan skripsi atau tugas akhir. Tidak jarang, masalah utama yang muncul adalah kesulitan memparafrase kutipan atau teori yang mereka ambil dari buku, jurnal, atau internet. Parafrase ini sebenarnya penting, karena selain menghindari plagiasi, juga menunjukkan bahwa mahasiswa memahami materi yang dibacanya (Malon et al., 2024). Sayangnya, banyak mahasiswa masih terjebak pada teknik “copas” alias copy paste tanpa mengubah struktur kalimat. Akibatnya, nilai mereka bisa terganggu, dan dosen pun sering harus mengembalikan draft untuk direvisi.

Di jurusan teknik sipil tempat saya mengajar, masalah ini cukup sering terjadi. Mahasiswa sudah bisa mencari teori atau referensi, tetapi saat diminta menuliskannya kembali dengan bahasa sendiri, mereka kebingungan. Ada yang mencoba mengubah kata-kata dengan sinonim, tapi hasilnya malah membingungkan atau terasa aneh dan "nyeleneh" saat dibaca. Bahkan ada yang sekadar mengganti beberapa kata lalu merasa itu sudah cukup aman dari plagiasi. Padahal, parafrase yang baik bukan hanya mengganti kata, tetapi mengubah susunan kalimat sambil tetap mempertahankan makna aslinya (Chanpradit et al., 2024).

Kesulitan ini juga terasa di bagian “Pendahuluan” dan “Latar Belakang” skripsi. Banyak mahasiswa menulis dengan kalimat yang tidak nyambung satu sama lain. Paragraf pertama membicarakan masalah A, lalu tiba-tiba lompat ke masalah B tanpa transisi yang jelas. Kadang, gaya bahasa yang digunakan juga campur aduk antara formal dan santai. Akibatnya, ide yang sebenarnya bagus jadi terkesan berantakan dan tidak profesional. Bab II “Landasan Teori/Kajian Pustaka” pun sering jadi sumber masalah. Mahasiswa biasanya hanya mengambil teori dari buku atau jurnal lalu menempelkannya bulat-bulat ke dalam dokumen. Mereka lupa bahwa dosen penguji ingin melihat kemampuan mereka memahami teori itu, bukan sekadar kemampuan mencari sumber. Alhasil, isi bab ini sering terasa seperti kumpulan kutipan daripada uraian ilmiah yang mengalir.

Nah, di sinilah teknologi seperti AI bisa membantu, khususnya ChatGPT. Banyak mahasiswa belum mengenal bahwa ChatGPT bisa digunakan untuk memparafrase dengan hasil yang jauh lebih baik daripada sekadar mengganti kata-kata. Dengan prompt yang tepat, mahasiswa bisa mengubah kutipan menjadi versi baru yang tetap akurat maknanya, tapi lebih enak dibaca dan bebas plagiasi. Bahkan, ChatGPT bisa membantu membuat kalimat lebih runtut dan nyambung.

Misalnya, jika mahasiswa punya kalimat dari buku/artikel seperti: “Pembangunan infrastruktur jalan memerlukan perencanaan matang untuk memastikan kelancaran lalu lintas dan keselamatan pengguna,” mereka bisa membuat parafrase menggunakan ChatGPT dengan perintah (prompt): “Tolong parafrase/perbaiki struktur kalimat berikut dengan bahasa formal yang jelas: [tulis/copy paste kalimatnya].” ChatGPT bisa mengubah dan memparafrase kalimat sebelumnya menjadi: “Perencanaan yang cermat sangat diperlukan dalam pembangunan infrastruktur jalan guna menjamin kelancaran arus lalu lintas serta keselamatan bagi para pengguna.”

Kalau ingin hasil yang lebih alami, mahasiswa bisa menambahkan instruksi/prompt seperti: “Parafrase dengan bahasa akademik sederhana, tapi tetap formal.” Dengan begitu, ChatGPT tidak hanya mengganti kata, tapi juga memperbaiki alur kalimat agar lebih mudah dipahami. Contohnya, kalimat tadi bisa menjadi: “Untuk memastikan arus lalu lintas lancar dan aman, pembangunan jalan harus diawali dengan perencanaan yang matang.” Bahkan untuk membuat pendahuluan yang runtut, mahasiswa bisa memanfaatkan ChatGPT. Caranya, mereka tulis semua poin yang ingin dimasukkan ke pendahuluan, lalu beri instruksi: “Susun menjadi pendahuluan skripsi yang runtut, formal, dan mengalir antar kalimat dan paragraf [tulis/copy paste bagian Latar Belakang/Pendahuluan].” Hasilnya, ChatGPT akan mengatur urutan ide, menambahkan kalimat transisi, dan memastikan paragraf saling terhubung.

AI dalam Penulisan Skripsi/Tugas Akhir: Solusi Cerdas atau Jalan Pintas?

Menulis skripsi atau tugas akhir sering kali menjadi tantangan besar bagi mahasiswa. Bukan hanya karena jumlah halaman yang harus dipenuhi, tetapi juga karena tuntutan untuk menyampaikan gagasan secara runtut, jelas, dan tentu saja—bebas dari plagiarisme. Sayangnya, di banyak kasus, masih banyak mahasiswa yang terjebak dalam kebiasaan copy-paste, baik dari sumber daring maupun buku, tanpa upaya mengubah atau memparafrasekan kalimat tersebut. Akibatnya, karya yang dihasilkan tidak mencerminkan orisinalitas pemikiran mereka.

Parafrase bukan sekadar mengganti kata dengan sinonim, tetapi mengubah struktur kalimat, menyederhanakan atau memperluas gagasan, sambil tetap mempertahankan makna yang sama. Inilah yang sering menjadi titik lemah. Banyak mahasiswa bingung bagaimana mengubah teks asli menjadi tulisan mereka sendiri tanpa mengurangi esensi isi. Kebingungan ini sering berujung pada dua kemungkinan: mereka tetap melakukan copy-paste, atau memparafrase secara asal sehingga maknanya melenceng.

Masalah lain muncul pada bagian pendahuluan, khususnya di subbab latar belakang. Di sini mahasiswa diharapkan menjelaskan alasan penelitian mereka dilakukan, menguraikan fenomena atau masalah yang melatarbelakangi, dan menghubungkannya dengan teori atau data. Namun, yang sering terjadi adalah kalimat-kalimat yang dibuat terdengar acak, tidak nyambung satu sama lain, atau bahkan terlalu umum. Alhasil, pembaca akan kesulitan memahami arah penelitian yang dimaksud.

Banyak mahasiswa menganggap pendahuluan hanyalah formalitas, padahal bagian ini adalah “etalase” dari keseluruhan skripsi atau tugas akhir. Jika pembaca sudah kebingungan sejak awal, maka kesan yang tertinggal akan kurang baik. Lebih buruk lagi, dosen pembimbing bisa saja meminta revisi berkali-kali hanya karena pendahuluan yang tidak jelas.

Di era digital saat ini, sebenarnya sudah ada banyak alat yang bisa membantu mahasiswa menulis lebih baik, salah satunya adalah kecerdasan buatan (AI). AI dapat membantu memparafrasekan teks, memperbaiki tata bahasa, menyusun kalimat agar lebih logis, bahkan memberikan saran agar ide tersampaikan dengan lebih runtut. Dengan kata lain, AI bisa menjadi “teman diskusi” yang sabar dan selalu siap memberi masukan (Rababah et al., 2024).

Contohnya, ChatGPT bisa digunakan untuk memparafrasekan teori yang diambil dari buku atau jurnal. Misalnya, jika ada kutipan tentang “Teori X menyatakan bahwa kualitas pelayanan berpengaruh signifikan terhadap kepuasan pelanggan”, AI bisa membantu mengubahnya menjadi “Menurut Teori X, tingkat kualitas pelayanan memiliki dampak yang besar terhadap tingkat kepuasan pelanggan” tanpa mengubah makna. Proses ini membantu mahasiswa menghindari plagiasi sambil tetap mempertahankan substansi.

Selain memparafrase, AI seperti Grammarly atau Quillbot dapat memperbaiki tata bahasa dan struktur kalimat. Grammarly, misalnya, tidak hanya mengoreksi ejaan tetapi juga memberikan saran perbaikan agar kalimat menjadi lebih efektif. Quillbot, di sisi lain, sangat berguna untuk memvariasikan kalimat, membuat tulisan lebih natural, dan menjaga koherensi antarparagraf. Selain itu, mahasiswa dapat mengunjungi LINK INI untuk mulai parafrase tulisan dalam skripsi/tugas akhir mereka dengan gratis dan tanpa ribet.

Tidak hanya itu, AI juga bisa membantu mahasiswa mengembangkan ide di bagian pendahuluan. Misalnya, jika mahasiswa tahu topik penelitiannya tetapi tidak tahu bagaimana menghubungkannya dengan fenomena yang relevan, AI dapat memberikan contoh narasi. Misal, topik tentang “Digitalisasi UMKM” dapat diawali dengan narasi tentang perkembangan teknologi, tantangan UMKM di era digital, lalu mengerucut ke masalah yang akan diteliti.

Artificial Intelligence in Vocational Higher Education: Challenges, Potential, and the Lecturer's Role

Artificial Intelligence (AI) has become an integral part of the ongoing digital transformation across various sectors, including higher education. Amidst rapid technological advancements, AI offers significant opportunities to revolutionize the way lecturers teach and students learn. Lectures, once traditionally conducted, are now undergoing significant changes with the advent of various AI-based tools and platforms that can assist in material delivery, evaluation, and learning assistance (Michel-Villarreal et al., 2023).

AI can be used to accelerate academic administration processes, personalize student learning experiences, and improve the quality of learning through data analysis. Online learning platforms are now equipped with intelligent features such as learning chatbots, material recommendation systems, and automated assessment tools that can ease the workload of lecturers. However, the adoption of AI in education still faces various challenges, particularly in terms of human resource and infrastructure readiness.

In vocational higher education settings, the use of AI in lectures holds enormous potential. Vocational higher education institutions, which emphasize skills and work practices, can utilize AI to digitally simulate industrial conditions (Neumann et al., 2023). For example, through the use of AI-based augmented reality (AR) and virtual reality (VR) technology, students can virtually learn to use industrial machinery or equipment before actually entering the workforce.

Furthermore, AI can be used to make learning more adaptive to the diverse needs and learning pace of vocational students. This technology can analyze individual student learning outcomes and recommend appropriate materials to enhance their understanding. This significantly contributes to creating inclusive and effective learning for all students, not just those who excel academically.

Google Translate, English Language Acquisition and Civil Engineering Students

Source: www.express.co.uk

Utilizing Google Translate for English language acquisition among civil engineering students offers numerous substantial advantages. Although it cannot substitute for thorough language acquisition, Google Translate can function as a valuable resource to enhance technical comprehension and facilitate communication in academic and professional settings. The following are key advantages that can be attained: 

1. Enhance Accessibility of Educational Resources

Civil engineering students frequently encounter difficulties comprehending academic literature produced in English. The majority of scientific papers, textbooks, and other engineering resources are composed in this language. Google interpret enables students to interpret complex technical documents or articles, facilitating a deeper comprehension of the subject matter being examined. This tool enhances access to resources that may be challenging to comprehend without support. 

2. Accelerate the Translation Process

Students utilize Google Translate as a rapid tool to ascertain the meanings of unfamiliar terms or phrases in technical texts. With minimal effort, they can obtain an immediate translation, save the time that would have otherwise been spent consulting a dictionary or inquiring with their instructor. This enables them to concentrate on the fundamental comprehension and implementation of intricate technological ideas. 

3. Enhance Technical Lexicon Proficiency 

Google Translate can assist students in acquiring technical English terminology. Through the use of computerized translation, students can access the comparable technical terminology in a more familiar language. Consistent utilization can enhance their capacity to identify and retain technical terminology frequently employed in civil engineering. Students can acquire terminology such as "structural load," "earthquake resistance," or "building materials" pertinent to their field of study. 

4. Assist Students Experiencing Difficulties with Grammar 

The grammatical structure of English differs from that of Indonesian, presenting a significant obstacle for civil engineering students lacking a robust English foundation. Google Translate offers not only literal translations but also frequently delivers grammatically accurate phrase constructions in English. Although not infallible, this can provide students with insight into constructing suitable statements in technical circumstances. 

5. Assistance in Composing Engineering Reports or Articles 

The majority of engineering reports, scientific articles, and presentations within civil engineering education must be produced in English. Google Translate assists students in converting their concepts from their original language (e.g., Indonesian) into English. Although automatic translation may not be flawless, students can utilize the translation outcomes to construct a preliminary framework and subsequently enhance the phrases to align more effectively with the academic environment. 

6. Enhance Comprehension and Auditory Processing of English Audio Material 

Google Translate possesses a functionality to translate text from audio or voice, which is advantageous for comprehending lectures or presentations in English. Students may enter audio transcripts or dialogues into this program to receive immediate translations. This enables students to comprehend lectures or instructional materials in English more readily, without need on manual translators. 

Technology-Assisted English Language Learning

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Nowadays, the role and function of information and communication technology has many roles in the world of education, especially in the learning process. One of them is learning English. In this digital era, education must integrate information and communication technology into all subjects. With the development of digital era education, it is possible for students to gain abundant knowledge quickly and easily.

In the educational context, understanding the characteristics of each generation is important to determine how effective educational strategies are provided to students. The goal is not just students' academic and pedagogical achievements, but also how the educational process can grow students' character and love for learning activities. Currently, most of Generation Zero are of school age. This means that adapting the learning system in our educational spaces must take into account the characteristics of Generation Zero to suit their needs without ignoring their interests and habituation as a generational group.

In an increasingly advanced digital era, technology has played an increasingly important role in education, especially in English language learning. The use of technology in the teaching and learning process has opened the door to more interactive, effective and fun learning methods. This has changed the landscape of English education and is key to improving students' language skills in the future. One of the main advantages of technology in English language learning is its ability to create deep and engaging learning experiences. Through online platforms, students can access a variety of resources, such as interactive training programs, multimedia learning materials, and advanced technology-based applications designed specifically for English language learning. In this way, students can learn in a way that is more interesting, involved, and suits their respective learning styles. In addition, technology also allows for better collaboration and communication between students.

Through online communication tools, students can interact with their classmates, discuss English topics, share opinions, and even participate in collaborative projects. This not only improves students' speaking and listening skills in English, but also builds confidence and collaboration skills that are important in the real world. Technology also expands the accessibility of English language learning. With the online learning platform, students from various geographical and economic backgrounds can access English learning materials flexibly and affordably. This helps overcome physical and financial barriers to obtaining a quality education, thereby expanding opportunities for everyone to develop English language skills. In addition, technology also allows for more accurate tracking and assessment of student progress in learning English. By using adaptive learning software and data analysis tools, teachers can monitor individual student progress, identify areas of weakness, and provide more personalized feedback. This allows learning to be tailored to each student's needs, thereby increasing the efficiency and effectiveness of the learning process.

Cambridge Preparation for the TOEFL® Test (CD-ROM and Book)

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The Test of English as a Foreign Language (TOEFL) is a measure of English proficiency for students studying abroad.  This test is developed and managed by ETS (Educational Testing Services), a non-profit organisation based in New Jersey, USA. This test can be administered on paper, computer, or internet. TOEFL is a widely used international test. Accepted and recognised by over 10,000 institutions and educational agents in 130 countries (www.ets.org).

Indonesia, with the world's fourth-largest population, is a possible market for this test. Students seeking to study abroad strive to acquire the necessary scores for acceptance at their desired colleges or universities. To get the desired TOEFL score, private and state-owned institutions adapt their preparatory courses accordingly. Most Indonesian education institutions set admittance standards for postgraduate programmes at 500 or above, without taking into account students' communication skills. This suggests that the TOEFL preparation course has not yet prioritised students' English communication skills.

E-learning uses the internet to connect teachers and students. E-learning technologies can facilitate the implementation and study of the Test of English as a Foreign Language (TOEFL). This technology allows students to learn TOEFL anywhere and at any time, helping them improve their scores.

The Cambridge Preparation for the TOEFL®Test includes skill-building and practice tests to help learners succeed on the Test of English as a Foreign Language. This comprehensive test-preparation course is ideal for classroom use and self-study. The third edition includes a CD-ROM component containing seven complete practice tests. The tests may be taken in study mode, which generates feedback on their responses, or in test mode, which simulates the experience of taking the exam by computer. The text provides a complete tutorial and a wealth of new activities to introduce students to the new computer formats and activity types. More than 200 exercises fully updated for the new exam, 6 hours of listening material, a complete grammar review, and a mini-writing course are also provided.

The Cambridge Preparation for the TOEFL Test, Fourth Edition, helps students master the language skills they need to succeed on the TOEFL iBT and communicate effectively in an academic setting.

The Cambridge Preparation for the TOEFL Test, Fourth Edition, helps students master the language skills they need to succeed on the TOEFL iBT and communicate effectively in an academic setting. Using an integrated-skills approach that mirrors the structure of the TOEFL iBT, this fully revised text is ideal for classroom use and self-study. The book contains hundreds of skill-building exercises covering all the question types in the exam, and four practice tests. A supporting skills section is provided to improve grammar, vocabulary, pronunciation, and study skills.Online, students can take the book tests and three additional practice tests in format that simulates the TOEFL iBT. The audio program, available on Audio CD or Audio Cassette, contains conversations and lectures for all listening exercises and test questions.

Key features:

• Hundreds of skill-building exercises, numerous test-taking strategies, and frequent progress checks help students succeed on the TOEFL® iBT.

• Seven practice tests, delivered online, help prepare students for the online test.

Kaplan TOEFL iBT with CD-ROM and Ebook

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Recognised by more than 10,000 colleges, universities and agencies, TOEFL® is the world's most popular English language test. We'll help you build the advanced English skills and sophisticated exam technique you need to succeed, with tailored classes exploring the structure of the exam and full-length practice tests. 

Our TOEFL preparation courses will leave you ready to face the Internet-Based Test of English as a Foreign Language (TOEFL iBT®) in full confidence. Our standard TOEFL course offers you a balance of specialized study and free time, while our Intensive TOEFL program provides extra Specific Skills lessons and additional practice tests.

• Students unable to attend a live course could instead enroll in Kaplan’s TOEFL® Online Course.

• Improve your TOEFL score by at least 5 points within 8 weeks*

• An internationally recognized TOEFL® iBT

• Prepare for university in the USA or Canada

• Benefit from expert instruction, exclusive course materials, and a curriculum developed by Kaplan, the world leader in TOEFL iBT® preparation

• Enhance your CV and chance for professional success in the future

• Receive an accredited Kaplan International Languages Certificate of Achievement with language level and attendance

The TOEFL iBT tests your abilities in Reading, Writing, Listening, and Speaking. Kaplan’s TOEFL iBT with CD-ROM presents the most important language skills and strategies you need to succeed on this test. The TOEFL is required worldwide for international students who want to study abroad.

Kaplan’s comprehensive guide gives you exactly what you will need to get ready for test day, including:

• 4 full-length practice tests on CD-ROM with detailed answer explanations

• Focused practice for each section of the test

• Listening practice on CD-ROM, with complete transcripts in the book

• Exclusive score-raising tips and strategies for each language skill: Reading, Writing, Listening, and Speaking

• Effective study tips for advanced ESL students

Longman Preparation Course for the TOEFL Test: Next Generation (iBT) (CD-ROM and Ebook)

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TOEFL exam scores are based on the results of three sections: hearing comprehension, structure and writing expression, and reading comprehension. This test is commonly used at most colleges to assess students' English competence.

Listening is the hardest element for EFL students to complete out of the three. As a result, they must be strategic when listening to longer and more varied sections; also, they should be accustomed to listening to both dialogues and monologues on the TOEFL. When listening to monologues, the listener should "process long stretches of speech without interruption-the stream of speech will go on whether or not the hearer comprehends" and identify the 'interpersonal and transactional' features from listening to dialogues. 

Furthermore, listening to natives necessitates some strategic ways of comprehension, which many students frequently struggle with; thus, EFL teachers could facilitate and train students to cope with some learning materials, time management, media, and the gradual teaching listening should be from "basic to more complex". As a result, it is vital to carefully plan the listening activities as one progresses to more intricate operations. Using 'new tactics' can improve teaching and learning.

General Information:

Longman Preparation Course for the TOEFLA (R) Test: Next Generation (IBT), a book/CD-ROM package written by Deborah Phillips, gives students all the tools they need to succeed on the new TOEFLA (R) integrated-skills test. Providing both a comprehensive language skills course and a wealth of practice for all sections of the test, the Longman Preparation Course is appropriate for courses in TOEFLA (R) Test preparation or as a supplement to more general English courses. Note: You must have the audio program to use the listening material (the Skills Practice, the Mini-Tests, and the Complete Tests) in the textbook. Click here to order the audio program (on CD or audiocassette). 

The Student Book features: 

Authentic material for all the new types of passages and questions on the test. 

Diagnostic pre-tests and post-tests that allow students to identify strengths and weaknesses and assess improvement in each section. 

Practice sections for the four skills: 

• Reading provides practice exercises in the new test formats, including filling in a table or chart and paraphrasing. 

• Listening provides authentic conversations between two people in an academic setting and academic lectures with new questions about a speaker's attitude or purpose.

• Speaking includes personal and expository tasks and integrated tasks.

• Writing consists of expository and integrated tasks: reading/listening/writing.

• Eight mini-tests that preview the test's integrated four-skills format. 

• Two complete practice tests that familiarize students with the actual test format and timing.

The CD-ROM features: 

• Completely different material from the Student Book. 

• Practice sections for all parts of the test, including speaking.

• Eight mini-tests, and two complete tests. 

Longman Preparation Course for The TOEFL Test - The Paper Test (With CD-ROM and Audios)

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Almost all universities require graduating students to undergo English proficiency examinations to assess their ability to master the language. Hughes (2003) noted that proficiency exams are used to assess people's abilities in a language even if they have been trained in it. Furthermore, several overseas universities require students who wish to enroll to complete English proficiency tests such as IELTS and TOEFL. Furthermore, students seeking scholarships may be required to submit an IELTS or TOEFL score with a specific passing grade.

Deborah Phillips' Longman Preparation Course for the TOEFL test is a popular TOEFL course book. This book is meant to help students prepare for the TOEFL test in paper format. The TOEFL paper-based test includes listening comprehension, structure, written expression, and reading comprehension. This book includes diagnostic pre-tests, TOEFL post-tests, and exercises in both non-TOEFL and TOEFL formats. This book also includes skills and methods, as well as clearly defined actions to help pupils enhance their test performance. The entire examinations, which are offered in paper format, allow students to simulate the experience of taking actual TOEFL tests, with all sections combined into one whole test.

This book/CD-ROM package gives students all the tools they need to succeed on the TOEFL® paper-based test. Providing both a comprehensive language skills course and a wealth of practice for all sections of the paper test, the Longman Preparation Course is appropriate for courses in TOEFL® test preparation or as a supplement to more general ESL courses.

In the Student Book:

• Complete language skills instruction for skills tested on both the TOEFL® paper test and the Test of Written English.

• Longer reading passages that reflect the latest testing format. Diagnostic pre-tests and evaluation post-tests for each section that allow students to identify their strengths and weaknesses.

• Practice exercises for each of the language skills that maximize understanding and retention.

• Five complete Practice Tests that familiarize students with the actual test format and timing.

In the CD-ROM:

• An additional 1,450 test questions in both practice sections and three more simulated tests.

• Pop-up explanations to enhance understanding.

• Easy-to-use scoring and record keeping to monitor progress.

A separate audio program -- available on your choice of cassettes or CDs -- includes the complete materials from the Listening Comprehension section and Complete Tests in the text.

Longman Student CD ROM For the TOEFL Test can be an effective and fun TOEFL learning medium as well as helping to understand the types of problems that are usually tested on the TOEFL Test.

Software in this CD-ROM (Longman Student CD-ROM for The TOEFL Test: The Paper Test) includes:

1. Skill Practices:

Listening Comprehension Practices.

Structure and Written Expression practices.

Reading Comprehension Practices, and

Test Of Written English Practices.

2. Tests

Listening Comprehension Tests.

Structure and Written Expression Tests.

Using Songs to Promote Fun English Learning for Young English Learners: How it works?

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INTRODUCTION

Nowadays English has become an international language, more and more people learn English. The importance of English as a world language has made people to learn English as early as possible. In Indonesia for example, English is taught even before the children enter the playgroup, there is a special class for children who are still around two or three years old. This is supported by the fact that the optimum age for children to learn a foreign language is when they are still in a very young age. This phenomenon has made Teaching English to Young Learners “TEYL” become increasingly famous. There are many English courses and the publication of the course books. Before we go on, it is better to look at the definition of young learners in order for us to have the same perspective and knowledge. “The definition of Young Learners is children between the ages of about 5 years old to 12 years old” as Rixon (1999) cited in Shin (2006), while  the  primary  or  elementary  stages  of  formal  education  before  the  transition  to secondary school. This is why the ages of the young learners could be varied from one country to the others.

Songs have become an important part of human culture and civilization. They are used in many social and cultural occasions and have traditionally used as an educational tool.  Therefore, it is widely believed that songs can be used to promote learning amongst people, including children. 

One type of songs which children like most is action song. This type of songs usually requires body movements of the whole parts of the body or only some parts of it. In relation to English language learning for children, action songs are considered as powerful resources which help their language development. By nature, children enjoy playing and singing songs and they will get a lot of benefits when they were exposed to particular English songs in the English classroom. This paper intends to explain the use of action songs in English classes at elementary schools. At first, it outlines some theoretical reasons of using action songs in the English classroom. Then, it identifies and explains some possible action songs that can be used in the classroom and how to use them in the English classroom.

The reason why the writer chooses this topic is mainly because song is really suitable for young learners. Through songs and the fun activity make the children learn the language unconsciously, and in a fun way. Through songs, the children can enhance their language skills such as listening, speaking and writing. These  three skills are put in order, since the first skills that the children learn is listening the songs, and after that the children learn to speak or sing the song, the last thing, the children learn to write the lyrics of the songs. The activity is not only lead to the fun activity of the children but also the skills’ development of the students when they are listening to the particular kind of song.

DISCUSSION

A. Song as Useful Learning Resources for Young Learners

Songs and languages might have some similar features. By using songs, people can express themselves. Similar to songs, language is also a means used by people to express their thought, feeling or concern about particular things. As Goodger (2010) cited in Nurhayati (2012) mentions that music and language share some common elements. First “physically, both of them made up of sound waves which our ears capture and our brains process into a meaningful, recognizable code.” Language, except the sign language, and songs are firstly captured by ears and then they proceeded by the brains. Second, both of them “communicate emotions and meanings.” In everyday life, they often function as canal for human to express idea, opinion, feeling, emotion, and dream. Third, they both have an “intrinsic phonology namely rhythm and accentuation, key and intonation”. Song is defined as a short piece of music with words to be sung. In language, particularly English certain features like tune, intonation, stress also exist and give impact to meanings. Goodger also mentioned that “the notes in a melody correspond to the phonemes in words; change the order of the notes in a tune and it loses its sense. It is exactly the same for phonemes in words, phrases and sentences.”

Using Educational Social Network in Teaching English for EFL Students

The Current Issues towards the Use of ICT in English Language Teaching:

Using Educational Social Network in Teaching English for EFL Students

Image by: https://blog.adobe.com/en/publish/2021/08/23/7-benefits-of-technology-in-the-classroom

INTRODUCTION

Nowadays, the use of Information and Computer Technology (ICT) is not a new thing anymore to people. People are already getting accustomed to use ICT in their daily life through their gadget and activities. The use of ICT could not be separated from people’s activities especially for students. Almost all students have their own gadgets. They use it for getting new information and knowing what happened outside their environment. They can access the information throughout the internet wherever they are, as long as their gadgets are connected to the internet signal.

Considering those facts above, the writer can say that there are some things appear in students’ daily life related to the use of ICT. The application of ICT in students’ daily activity can show their motivation and their attitude in sing it. Thus, this paper assignment will further talk and explain about the issues appear to students. Additionally, this paper assignment will also proposed some conclusion remarks based on the facts appeared in the field.

As we know that students differ in their motivation towards learning English and they display many different attitudes towards learning a language. A student that has negative attitudes towards learning English could be changed and turn those negative attitudes into positive ones and get a positive result. This will be further discussed below.

The fact that we can find at school is that the teacher sometimes cannot create a good media to overcome the situation above. As we know that computer-assisted language learning (CALL) allows the combination of different online resources through multiple hyperlinks, a feature common to most online searches and many offline utility. With the expansion of CALL, more questions have been raised. Issues of learning style, motivation, attitude, personality and some other factors have come to the fore with the use of computers. Students who see CALL as an important part of the course also have a high level of motivation and attitude in learning English.

In the learning process, students will show different attitudes and it will be different between one and each other. Computer-assisted language learning (CALL) can affect the students’ attitude in learning process. All the students agree that they are proficient in computers and they are integrated with them. This can be seen through the use of students’ gadget in their daily life. This statement is supported by the study conducted by Önsoy (2004) who also confirmed that there were differences between the learning process that using computer-assisted language learning (CALL) and the one that do not. In his thesis, he stated that students and teachers demonstrated positive attitudes towards the use of computers in daily tasks and in language instruction. However, the findings showed that there were statistically significant differences among the perceptions of students in terms of their levels. The findings also indicated that students and teachers believed that training was required and they believed that they needed training to learn and teach with computers.

The Use of Digital Stories for Listening Comprehension (Article Review)

 

Image by: https://rockcontent.com/blog/digital-storytelling/

The Use of Digital Stories for Listening Comprehension among Primary Chinese Medium School Pupils: Some Preliminary Findings

Authors:

Shanti C. Sandaran

Language Academy, University Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia

Lim Chia Kia

Faculty of Education, University Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia

Original paper can be accessed here: https://sainshumanika.utm.my/index.php/sainshumanika/article/view/107

Background and Objectives of Research

The emergence of digital storytelling has inspired many teachers and instructors in both schools and courses to develop the teaching materials. Digital storytelling has emerged over the last few years as a powerful teaching and learning tool that engages both teachers and their students. However, until recently, little attention has been paid to a theoretical framework that could be employed to increase the effectiveness of technology as a tool in a classroom environment. A discussion of the history of digital storytelling and how it is being used educationally is presented in this article. The theoretical framework, technological pedagogical content knowledge (TPCK), is described, along with a discussion of how this model might be used with digital storytelling.

Digital storytelling is a technology application that is well-positioned to take advantage of user-contributed content and to help teachers overcome some of the obstacles to productively using technology in their classrooms. At its core, digital storytelling allows computer users to become creative storytellers through the traditional processes of selecting a topic, conducting some research, writing a script, and developing an interesting story. This material is then combined with various types of multimedia, including computer-based graphics, recorded audio, computer-generated text, video clips, and music so that it can be played on a computer, uploaded on a web site, or burned on a DVD.

Procedure and Analysis of Research

This article reports on preliminary findings based on observations and comprehension exercises during an on-going study on the use of digital stories for listening comprehension among Primary Year 3 students in a Chinese medium school. The preliminary findings would inform the main study that looks at them effectiveness of digital stories for listening comprehension. 30 primary Year 3 students (aged 9) were involved in the listening/viewing of 8 animations of fairy tales over a period of 8 weeks. The findings based on the observations revealed that the students displayed high levels of interest, attention and motivation. The students also showed interest in fairy tales. The results from the comprehension exercises showed some level of improvement in their comprehension of the stories. Finally, it was also noted that pre-teaching vocabulary is essential to ensure the success of digital stories in improving students’ listening comprehension. The findings indicate the potential of digital stories in increasing the level of motivation, interest, and attention in ESL/EFL learning. 

Result and Findings

The findings in this section are based on initial observations by the researcher/teacher on the students’ attitude, behaviour and motivation towards the use of the digital stories, i.e. the animated fairy tales. The results from the listening comprehension exercise (MCQ’s) are also discussed. It was found that students displayed high levels of interest, attention and motivation. There were some differences in focus between female and male students. The students also showed interest in fairy tales and to the type of animations used as main characters in the stories. It was also noted that pre-teaching vocabulary is essential for the effective use of digital stories. Finally, the results from the MCQ’s (worksheet) showed a slight improvement in their comprehension of the stories.

Additionally, if teacher in the classroom can start to apply digital storytelling as their media in teaching English, it will be a good variety in teaching English and can be a good media to engage students with the teaching material that teacher give to them. Besides, students nowadays are used to use technology, in this case computer, as media to learn something. This will help them to apply digital storytelling media of English teaching and learning.