This study aimed at investigating the students’ linguistic and non-linguistic constraints in doing the Structure and Written Expression section of the TOEFL. This was a qualitative study in the form of a case study and was carried out in two universities in Magelang, Central Java, Indonesia. The data comprised document analysis on 42 students’ answer sheets on TOEFL and interviews with four students. The data were analyzed using the difficulty index (IF) formula proposed by Brown (2004) and the interactive model developed by Miles and Huberman (1994) for quantitative and qualitative data, respectively. The findings revealed that the students encountered three linguistic constraints in terms of grammatical items as caused by both intralingual and interlingual interference: active-passive verbs, double comparatives, and pronoun-noun agreement. Besides, non-linguistic factors such as unpleasant past learning experiences and limited exposure to the L2 worsened their performance on the test.

The purpose of this study was to identify the factors limiting Midwifery students' performance on the TOEFL, particularly in the Structure and Written Expression sections. This qualitative research was conducted as a case study in two classes of a midwifery study program. Document analysis of 89 student response sheets and interviews with four students constituted the data. Brown (2004)'s difficulty index (IF) formula was used to analyze the quantitative data, while Miles and Huberman's interactive model (2004) was used to analyze the qualitative data. The findings revealed that students' difficulties stemmed from three factors: inadequate vocabulary knowledge, insufficient TOEFL practice, and interference from their native language. In addition, the students' extrinsic motivation negatively affected both their learning and test performance.

This action research aimed to improve the writing creativity using meme pictures. It was conducted in two cycles with three meetings each. The main subjects were 34 students of Grade XI MIPA 3 SMA N 1 Temanggung in the academic year of 2016/2017. The research data were quantitative (pre-test, Cycle I and Cycle II writing tests, and Brain Quotient test) and qualitative (the interview transcripts and field notes of the observations) in nature. Trustworthiness was achieved through triangulation. The fact that students scoring high in BQ test was also performing good in their writing performance. The improvement of the students' writing was indicated by the increase of their mean scores of writing from 62.96 in the pre-test to 79.54 in the post-test; with the Cohen's Kappa was 0,677. It was also supported by the result of Wilcoxon signed-rank-test, which was 0,000.

Peningkatan mutu kualitas pribadi haruslah dimulai dari sejak sedini mungkin. Terlebih, anak yang dalam masa pertumbuhan masih tergolong ke dalam golden age yang berarti segala input yang diberikan kepada anak akan melekat ke karakter mereka. Tujuan dari pengabdian ini adalah untuk meningkatkan kualitas pendidikan yang secara khusus ditujukan untuk guru di TK Akhsanuttaqwim, di kelurahan Gunungring, kecamatan Muntilan, kabupaten Magelang, Jawa Tengah. Metode pelaksanaan progam Pengabdian Unggulan Universitas ini terdiri atas beberapa tahap yakni persiapan, sosialisasi, dan pelaksanaan yang terdiri atas pelatihan dan pendampingan, dan evaluasi. Dari hasil yang didapat, guru-guru menjadi lebih termotivasi dalam memberikan pelajaran. Terlebih, guru menjadi lebih berwawasan mengenai APE yang lebih modern dan ramah lingkungan namun sederhana dan mudah didapat. Selain itu, guru mendapatkan referensi lain yang dapat digunakan sebagai bahan pembuatan video pembelajaran di era pandemi ini secara daring.

This study aims to find out the use Google Meet Automatic Caption feature to assist teachers of non-native English to assess their students' English pronunciation. We used a mixed-method with the explanatory-sequential approach following it. This research study was done at Tidar University with 12 participants, further reduced to 4 in the participant selection step. As the data were both quantitative and qualitative, we used the Word Error Rate (WER) formula quantitatively and Qualitative Content Analysis qualitatively. The findings show that Artificial Intelligence (AI) has a very sensitive system in transforming sounds into written forms. It also has an auto-correction system that sometimes can substitute a word with a meaningless one if a speaker pronounces the word unclearly or to the nearest word if a speaker mispronounces it. Even though it does not accurately process the punctuation and there is no sufficient correction on grammar, we believe the AI can help teachers in a pronunciation assessment.ABSTRAKPenelitian ini bertujuan untuk mengetahui penggunaan fitur Teks Otomatis pada Google Meet untuk membantu para guru Bahasa Inggris bukan penutur asli saat menilai pengucapan bahasa Inggris siswa mereka. Kami menggunakan metode penelitian campuran dengan pendekatan eksplanatori-sekuensial. Penelitian ini dilakukan di Universitas Tidar dengan jumlah peserta sebanyak 12 orang yang dikurangi menjadi 4 orang pada tahap seleksi peserta. Data penelitian bersifat kuantitatif dan kualitatif. Untuk menganalisa data secara kuantitatif digunakan rumus Word Error Rate (WER). Sedangkan, secara kualitatif mengunakan Analisis Isi Kualitatif. Hasil penelitian menunjukkan bahwa AI (Artificial Intelligence/ Kecerdasan buatan) memiliki sistem yang sangat sensitif dalam mengubah suara menjadi bentuk tulisan. Fitur ini juga memiliki sistem koreksi otomatis yang terkadang dapat menggantikan kata yang tidak berarti jika pembicara mengucapkan kata dengan tidak jelas atau diubah ke kata terdekat jika pembicara salah mengucapkan kata tersebut. Meskipun tidak memproses tanda baca secara akurat dan tidak ada koreksi yang memadai pada tata bahasa, kami yakin AI dapat membantu para guru dalam penilaian pengucapan. How to Cite: Ramadhika, B., Yosintha, R., Yunianti, S. S. (2022). Automatic Caption Features on Google Meet as a Pronunciation Assessment Tool. IJEE (Indonesian Journal of English Education), 9(2), 396-410. doi:10.15408/ijee.v9i2.22482