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All Journal FOSTER: Journal of English Language Teaching Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN)
Andrian Nuriza Johan
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Education Languange, Linguistic, Communication & Media Other

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Penerapan Teknologi Deep Learning untuk Meningkatkan Keterampilan Membaca Siswa SMP Melalui Aplikasi Berbasis AI Basuki Basuki; Murhadi Murhadi; Andrian Nuriza Johan; Nurhidayati Nurhidayati; Joko Purwanto; Ari Fajar Isbakhi; Maryuli Setyoko
JURNAL RISET RUMPUN ILMU PENDIDIKAN Vol. 5 No. 1 (2026): April: JURRIPEN : Jurnal Riset Rumpun Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurripen.v5i1.8719

Abstract

This study aims to develop and implement an artificial intelligence-based reading learning application using Deep Learning technology to enhance the literacy skills of eighth-grade junior high school students. The research employed the Kemmis & McTaggart Classroom Action Research model combined with a mixed-methods approach. Data collection involved pretests and posttests, complemented by observations, interviews, and questionnaires. The findings revealed that the use of this application significantly improved students' reading comprehension, question-answering skills, and overall engagement in the learning process. Key features of the application, such as adaptive learning technology, allowed for real-time adjustments to the difficulty level of the material, which catered to each student’s individual learning pace. Additionally, the provision of instant feedback enhanced the learning experience by helping students understand their progress and areas for improvement. These results suggest that the application is an effective tool in fostering literacy development and aligns with the goals of the Independent Curriculum. Consequently, this Deep Learning-based application offers a promising innovation for improving student literacy skills in the digital age. 
Enhancing EFL Students’ Listening Comprehension through Preparation for the TOEFL Application: Evidence from a Pre-Test–Post-Test Design Andrian Nuriza Johan; Zulia Chasanah
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i1.329

Abstract

Digital learning has increasingly been integrated into English language education due to the widespread accessibility of mobile technology. Nevertheless, the use of internet-based digital media for teaching listening skills in EFL contexts remains limited. This study aimed to examine the effectiveness of the Preparation for the TOEFL Test application in improving students’ listening comprehension and to explore students’ perceptions of its use as a mobile-assisted learning tool. This research employed a pre-experimental one-group pretest–posttest design involving 22 EFL undergraduate students. Listening comprehension was measured using a TOEFL-format listening test administered before and after a four-week intervention period. Quantitative analysis revealed a significant improvement in students’ listening performance. The mean score increased from 60.23 in the pretest to 73.73 in the posttest. A paired-samples t-test confirmed that this improvement was statistically significant (t = −17.173, p < 0.001), indicating that the application effectively enhanced students’ listening comprehension. Students’ perceptions were collected through a structured questionnaire. The results showed that most students responded positively to the application. More than 70% of participants agreed or strongly agreed that the application was easy to use, accessible anytime and anywhere, and helpful in supporting independent learning. The application’s structured materials and listening-focused features also increased students’ motivation and engagement in listening practice. The Preparation for the TOEFL Test application proved to be an effective mobile-assisted learning tool for improving EFL students’ listening comprehension while fostering positive learner perceptions.
Co-Authors Ari Fajar Isbakhi BASUKI BASUKI Joko Purwanto Maryuli Setyoko Murhadi Murhadi Nurhidayati Nurhidayati Zulia Chasanah