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p-Index From 2021 - 2026
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This Author published in this journals
All Journal FOSTER: Journal of English Language Teaching International Journal of Teaching and Learning (INJOTEL)
Fibri Indira Lisanty AD
Institut Ilmu Kesehatan Pelamonia Kesdam XIV/Hasanuddin
Education Languange, Linguistic, Communication & Media Mathematics Other

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HARNESSING CLASSICAL MUSIC TO IMPROVE READING COMPREHENSION: AN EMPIRICAL STUDY ON HIGHER EDUCATION STUDENTS Afif Zuhdy Idham; Fibri Indira Lisanty AD
International Journal of Teaching and Learning Vol. 4 No. 1 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20501356

Abstract

Advanced reading comprehension is a critical competency required for university students to achieve academic success; however, many undergraduates experience cognitive overload and anxiety when interacting with dense academic texts. This study empirically investigates the efficacy of utilizing a classical music background as an environmental intervention to improve reading comprehension among higher education students. Employing a quantitative approach with a quasi-experimental pre-test and post-test design, this study involved 70 undergraduate students who were equally distributed into an experimental group (n = 35), exposed to low-intensity non-lyrical classical music (60–80 bpm) during reading tasks, and a control group (n = 35), situated in a traditional silent classroom. Data were gathered through standardized academic reading tests and analyzed using descriptive and inferential statistics via SPSS. The descriptive results revealed that while both cohorts shared a homogenous baseline in the pre-test, the experimental group achieved a substantial post-test mean score increase (M = 82.10, Gain = +16.70) compared to the modest progress of the control group (M = 71.30, Gain = +6.50). Furthermore, the Independent Samples t-test confirmed a statistically significant difference in post-test performance between the two groups, t(68) = 4.21, p < .001. Grounded in the Arousal-Conjecture and Cognitive Load theories, these findings demonstrate that a structured acoustic environment successfully mitigates mental fatigue and optimizes working memory capacity. This study concludes that harnessing classical music is a viable, evidence-based pedagogical strategy to foster advanced literacy in modern tertiary education.
Integrating Artificial Intelligence to Enhance Students’ English Writing Competence: Evidence from a Quasi-Experimental Study Fibri Indira Lisanty AD; Andi Mangnguntungi Sudirman; Nur Ummul Khaerat
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): 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.v6i4.280

Abstract

This research investigates the influence of artificial intelligence (AI) as an interactive learning medium in enhancing students’ English writing skill, with a particular focus on midwifery students at the Pelamonia Institute of Health Sciences. Writing skill is a crucial skill in academic and professional contexts; however, many students face challenges related to grammar, vocabulary, and coherent text organization. To investigate the influence of Artificial Intelligence as interactive learning medium in enhancing students’ writing skill, the researcher employed a quasi-experimental design. It was employed with two groups: an experimental group using AI-based learning media and a control group applying conventional methods. Data were collected through pre-tests, post-tests, questionnaires, and classroom observations. The results reveal that there is a significant influence in the experimental group after implying AI as the medium in writing learning. It is proven by the result of two-way ANOVA analysis confirmed a statistically significant difference between the groups (p < 0.05). In addition to cognitive gains, the integration of AI supported students’ metacognitive development by enabling self-evaluation, independent learning, and strategic awareness during the writing process. Questionnaire findings further indicate that students perceived AI as an effective, motivating, and user-friendly tool, although challenges such as limited technological access and potential overreliance were identified. Overall, the findings concludes that AI integration is highly influence in enhancing English writing skill, offering pedagogical implications for technology-enhanced language learning.
Co-Authors Afif Zuhdy Idham Nur Ummul Khaerat Sudirman, Andi Mangnguntungi