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Contextual Approach in Indonesian Language Learning Model for Foreign Speakers (BIPA) to Improve Language Competence Skills
Full text linkThe study aims to improve the language competence of foreign students through a contextual approach in the Indonesian Language Learning Model for Foreign Speakers (BIPA). It represents a significant effort to enhance the Indonesian language proficiency among foreigners who wish to master both the language and the culture. The contextual approach is considered as one of the most effective methods for language learning. It emphasizes the importance of connecting learning materials to the context of daily life and Indonesias cultural values. This study specifically examines the application of the BIPA learning model based on the contextual approach in improving Indonesian language skills for language speakers. The method used is qualitative with a case study design. Data were collected through interviews and observations involving teachers and students in various BIPA educational institutions. The results showed that the contextual approach can improve speaking, writing, and understanding of Indonesian culture among foreign speakers. This learning model has proven to be effective in making language learning more relevant and easier for learners to comprehend
Exploring the Students Challenges and Utilization of Technology in Their Speaking Strategies
No full textoai:jurnal.usk.ac.id:article/5058
AI-Mediated Language Learning and EFL Learners Self-Confidence, Self-Regulation, Well-Being, and L2 Motivation: A Mixed Method Study
Full text linkArtificial Intelligence (AI)-mediated language learning supports student-centered approaches in language education. Hence, using a mixed-method design, this study examined its effects on EFL learners self-confidence, self-regulation, well-being, and L2 motivation. A number of 75 EFL learners participated in the study, with 38 assigned to the control group (CG) and the remaining to the experimental group (EG). Four validated scales were administered to assess the dependent variables in both groups. The EG received AI-mediated instruction, while the CG followed traditional methods without AI support. After a three-month intervention, the same four questionnaires were distributed as post-tests. Additionally, semi-structured interviews were conducted with 14 EG participants to explore their perceptions of AI-mediated language learning. The quantitative findings indicated significant improvements in the EG compared to the CG across all measured variables. Interview responses further revealed that EG participants held positive attitudes toward the integration of AI in EFL classrooms, highlighting increased engagement and motivation. These results suggest that AI-mediated instruction can enhance learners psychological and motivational dimensions, contributing to more effective language learning. The study concludes with pedagogical implications and recommendations for integrating AI tools into EFL teaching practices. Future research could explore long-term impacts and examine specific AI applications across different educational context
Exploring the Lecturers Perspectives on Their Digital Competence in ELT in Higher Education
Full text linkExploring Oral Presentation Process and English Department Students Perceptions of Storytelling Class
Full text linkThis study aims to explore the implementation of the oral presentation process in a Storytelling Class and to understand the perceptions of English Department students regarding oral presentations. This study used a qualitative method. To collect the data, the researcher used a combination of observations, questionnaires, and document analysis. Observations were conducted over two weeks in a Storytelling Class to observe the oral presentation process. Following this, questionnaires were distributed to 42 English Department students at Universitas Lampung who had completed an oral presentation in the Storytelling Class. Additionally, the researcher examined the lecturers learning agreement to gain further insights. The collected data were analyzed using thematic analysis. The findings revealed that an effective oral presentation involves three main stages: planning, practicing, and delivering the presentation. These stages highlight the importance of thorough preparation, regular practice, and persistence in developing strong oral presentation skills. The questionnaire responses supported these findings, with the majority of students agreeing that focusing on the oral presentation process contributes to improving their speaking and presentation skills. However, this study also identified several difficulties faced by English Department students when delivering oral presentations, such as a lack of confidence, feeling anxious, and fear of making mistakes
The Assessment of the Effectiveness of AI-Generated Tools on Vocational Students Writing Skills
Full text linkUsers and Non-Users Perceptions in Learning Listening with English Contents Learning on TikTok
Full text linkEnhancing Grade VIII Students Motivation and Interest in Learning Procedure Text Using Quizizz at SMPN 8 Banda Aceh
Full text linkEnglish, as an international language, plays a crucial role in education and other aspects of life. However, many students, particularly those in Class VIII.7 at SMP Negeri 8 Banda Aceh, face difficulties in learning English. Their low motivation and lack of interest are evident from behaviors such as talking during lessons, disturbing classmates, not paying attention to the teacher, and struggling to understand the material. This lack of motivation is believed to stem from monotonous and unengaging teaching methods. This study aims to enhance students motivation and interest in learning Procedure Text by integrating the online learning platform Quizizz. Conducted in two cycles, this Classroom Action Research involved 32 students as participants. Data was collected through participatory observation and documentation of students learning outcomes. The findings reveal that the use of Quizizz significantly improved students motivation and interest in learning Procedure Text. This was reflected in increased active participation, enthusiasm during quizzes, and higher average scores in each cycle. Moreover, most students found Quizizz engaging, interactive, and enjoyable, with its instant feedback feature further motivating them to learn. Based on these findings, it can be concluded that Quizizz is an effective learning tool for enhancing students motivation and interest in learning Procedure Text. Therefore, teachers are encouraged to incorporate online learning platforms like Quizizz to create a more dynamic and engaging learning environment