Articles
<![CDATA[AI’s Capability in Understanding Text Context: Students’ Experiences ]]>
<![CDATA[Hz, Benni Ichsanda Rahman]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol. 14 No. 2 (2024) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v14i2.14316
<![CDATA[This study is aimed at investigating the capability of Artificial Intelligence (AI) in understanding the context on text, based on the users' experience. The research question is formulated: to what extent can AI understand and incorporate contextual context when generating text, through the experiences of participants. The methodology for this study follows a qualitative case study design, as outlined by Baxter and Jack (2008), which allows for an in-depth exploration of the phenomenon—AI's capability in understanding context, through participants' experiences. Data collection is conducted using two primary techniques: questionnaires, to gather quantitative data on participants' perceptions of AI's contextual understanding, and interviews, to obtain deeper qualitative insights. The data from the questionnaires will be analyzed using content analysis, which will categorize and quantify participants' responses. The results of the interviews revealed patterns and meanings related to how AI processes and understands context. The findings have practical consequences for developers and users of AI text-generation software.]]>
<![CDATA[AN EXPLORATION ON STUDENTS’ PUBLIC SPEAKING ANXIETY: STIFIn PERSPECTIVE ]]>
<![CDATA[Hz, Benni Ichsanda Rahman]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i1.4502
<![CDATA[The purpose of this research is to examine the level of public speaking anxiety among students based on the differences in human intelligence machine division: STIFIn (Sensing, Thinking, Intuiting, Feeling, and Insting). This study involved 51 Management students who took the English for Specific course on their semester credits. This study employs a case study that is qualitative in nature. The data was gathered using a semi-structured approach. The data collected was then processed by using two methods: statistical calculations for quantitative data related to the results of filling out 17 Public Speaking Anxiety Scale (FLAS) questionnaires by students concerning their level of anxiety when performing a public speaking and constructive analysis for qualitative data related to the results of comparing respondents' responses. The results shows that students in the Insting personality have a higher average of public speaking anxiety: 51.60. Students who are Sensing have an average anxiety level of 49.25, whereas students who are Thinking have an anxiety level of 47.50. In comparison, Intuiting students have an average anxiety level of 48.66, while Feeling students have an average anxiety level of 50.17. Consider the implications, some suggestions are discussed to overcome the challenges.]]>
<![CDATA[The Influence of SAVI (Somatic, Auditory, Visual, and Intellectual) Learning Model Activities In Improving Student’s Speaking Skills ]]>
<![CDATA[Napitupulu, Leni Mardiah]]>;
<![CDATA[Rahman Hz, Benni Ichsanda]]>
<![CDATA[ ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 8 No. 2 November (2024): ENGLISH FRANCA : Academic Journal of English Language and Education pr ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Curup ]]>
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DOI: 10.29240/ef.v8i2 November.12253
<![CDATA[This study intends to assess the oral communication proficiency of second-grade students at MTs Nurul Islam in Indonesia. This research utilised the Classroom Action Research methodology. The Class VIII students of the 2024–2025 academic year at MTs Nurul Islam Indonesia represent both the population and the sample. The purpose of this research is to find out how well the SAVI (Somatic, Auditory, Visual, and Intellectual) Technique works for improving the public speaking abilities of eighth graders at MTs Nurul Islam Indonesia. The purpose of this research is to find out how well the SAVI method works for enhancing students' ability to speak in front of an audience. The study's population comprised seventeen eighth-grade students from MTs Nurul Islam Indonesia. To demonstrate the effectiveness of SAVI in enhancing students' speaking abilities, researchers collected quantitative data that met the KKM Minimum Completeness Criteria. This information was derived from the data of Cycle I and Cycle II. Only one student attained success (6% success rate) and one student encountered failure (6% failure rate) on pre-test I. During the initial cycle, 5 students achieved a success rate of 29%, no students failed, and 2 students received a satisfactory score of 12%. Nine students, representing 53% of the total, successfully passed post-test II in cycle II, with no failures noted. Subsequently, eight students, representing 47% of the total, were categorised as proficient in their English speaking abilities. The outcomes demonstrated by the students following the intervention substantiate the assertion that the SAVI method significantly improves students' speaking abilities.]]>
<![CDATA[ADAPTING TO CHANGE: THE EXPERIENCES OF EFL TEACHERS WITH CURRICULUM REFORM ]]>
<![CDATA[Syarifuddin, Syarifuddin]]>;
<![CDATA[Hz, Benni Ichsanda Rahman]]>
<![CDATA[ Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 7, No 2: December 2023 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/ll.v7i2.7887
<![CDATA[In the realization of education, it is necessary to regularly update and revitalize the curriculum due to the dynamic nature of knowledge and evolving educational needs. This applies to the domain of teaching English as a Foreign Language (EFL). However, the process of curriculum reform poses several challenges, particularly for teachers who play a vital role in its implementation. This research aims to explore the difficulties encountered by EFL teachers in adapting to the transition from the Curriculum 13 (K13) to the Kurikulum Merdeka (Independent Curriculum) in Indonesia. Through a phenomenological case study, three EFL teachers in the North Sumatra province share their perspectives and experiences in incorporating the new curriculum into their teaching practices. Despite facing essential obstacles such as limited access to ICT resources and inadequate training, the insights gathered underscore the importance of teachers cultivating creativity and adaptability in their teaching methods. Additionally, the study emphasizes the significance of a serious understanding of the subject matter and the integration of 21st-century skills. The diverse viewpoints presented offer current insights into addressing the challenges associated with the development and implementation of EFL at different levels and in various types of schools. ]]>
<![CDATA[The Influence of DeepL Translator On EFL Students’ Writing ]]>
<![CDATA[Kirana, Amanda]]>;
<![CDATA[Kembaren, Farida Repelita Waty]]>;
<![CDATA[Hz, Benni Ichsanda Rahman]]>
<![CDATA[ Jurnal Ilmu Sosial, Humaniora dan Seni Vol. 3 No. 1 (2024): Juli - Agustus ]]>
Publisher : <![CDATA[CV. ITTC INDONESIA ]]>
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DOI: 10.62379/jishs.v3i1.2059
<![CDATA[DeepL Translators are one form of technology that is developing today. The use of technology has a positive impact on the language learning process. Most students make mistakes in writing. DeepL Translator is a translation machine that can be utilised to help with writing. Therefore, a researcher examined the role of DeepL Translator in the language learning process, especially in writing revision. While there have been several studies on machine translation in writing, few have examined the impact of DeepL Translator on the writing of EFL students who use DeepL Translator. A study conducted with second semester English Language Education students at a university in North Sumatra in 2024 involved 27 students as a sample, with four being interviewed about their use of DeepL Translator in their writing revision. The research design used mixed methods with an explanatory sequential strategy. The study included analyses of writing tasks and interviews. Writing tasks were assessed using SPSS 29 with a paired t-test at the 5% significance level, which showed a significant increase in scores <0.001. The interviews, which were then analysed using the Miles and Huberman interactive approach, showed the positive impact of using DeepL Translator. The students reported improved text quality, better errors, and convenience of use. In addition, DeepL Translator also supported students' writing strategies during revision. The students re-examined and utilised prior knowledge while revising their texts. However, they also noted challenges encountered, especially with specialised terms and different contexts than usual. Although DeepL has improved the quality of their writing, careful review of the translations remains important.]]>
<![CDATA[ANALYZING OF THE PROGOS; STUDENTS' PERSPECTIVE OF IMPROVING ENGLISH SPEAKING SKILL ]]>
<![CDATA[Aulia, Sirrul]]>;
<![CDATA[Hz, Benni Ichsanda Rahman]]>
<![CDATA[ TELL - US JOURNAL Vol 11, No 1 (2025): March 2025 ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/tus.2025.v11i1.9200
<![CDATA[This study looked at the benefits of using Progos from students Perspective, Progos an AI-based tool, to help students improve their speaking skills. Students in their final year of English and non-English majors at several universities in Medan. This research, which used a qualitative case study technique, assessed data obtained through questionnaires, interviews with students, and post-test findings to compare the initial and final usage. The findings showed that Progos is a successful AI-based tool to improve students' speaking skills by assisting students in understanding the context of speech, expanding vocabulary, improving grammatical accuracy, and increasing confidence in speaking. The study also investigated the advantages of using the Progos app for speaking in addition to the Interview simulation tool in language learning and made recommendations for students. Who desire to include technology into their speaking practice.]]>
<![CDATA[Enhancing Efl Students’ Interest and Learning Outcomes Through The Scientific Learning Approach ]]>
<![CDATA[Sri Ningsih Rambe]]>;
<![CDATA[Benni Ichsanda Rahman]]>
<![CDATA[ EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[LP. Ma'arif Janggan Magetan ]]>
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DOI: 10.62775/edukasia.v4i2.497
<![CDATA[This study aims to investigate the effectiveness of the scientific learning approach to students' interest and learning outcomes in learning English in class IX MTs in Medan. Researchers used a descriptive quantitative approach and pre-test and post-test methods to collect data. The research population was 30 students. The sample used a saturated sample of 30 students (Sugiyono, 2017). For data collection, the researcher used 8 measurement indicators to measure students' learning interest and used the KKM standard = 75 to measure student learning outcomes through the test during the English learning activities. The data is then coded and tabulated using a percentage-based value. The results of these findings indicate that 1). According to the results of the standard pre-test, it was not possible to boost student learning interest and student learning outcomes in class. 2). The post-test using a scientific learning approach was said to be capable of increasing student learning interest and student learning outcomes in class when studying English.]]>
<![CDATA[Lola Apk in Junior High School Speaking Class: Students’ Point of View ]]>
<![CDATA[Hamdany, Syahwan]]>;
<![CDATA[Rahman, Benni Ichsanda]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i1.6445
<![CDATA[This study intends to examine how junior high school students see the use of the Lola Speak application to enhance their English speaking abilities. Students' subjective experiences were investigated using a qualitative approach and a case study methodology. Semi-structured interviews and questionnaires were used to gather information from 24 first-graders at a Medan junior high school. Ten closed-ended statements that assessed the application's usefulness, simplicity of use, and effect on students' confidence in their ability to speak English made up the questionnaire. The majority of pupils gave the application positive feedback, according to the data. Up to 66.7% of students concurred that the application's speaking practice feature enhanced their ability to communicate, and 58.3% said that using it increased their confidence when speaking English. The application was also thought to be engaging, user-friendly, and capable of boosting motivation for learning. Some students, however, claimed that in order to better accommodate different learning styles, more features were required and that there were technical limitations. The study's findings emphasize how critical it is to create application-based learning tools that are more flexible and sensitive to user requirements.]]>
<![CDATA[PERSEPSI SISWA MENGGUNAAN APLIKASI "LEARN & SPEAK ENGLISH PRAKTIKA" SEBAGAI MEDIA DALAM MENINGKATKAN KEMAMPUAN BERBICARA: PERSEPSI SISWA MENGGUNAAN APLIKASI "LEARN & SPEAK ENGLISH PRAKTIKA" SEBAGAI MEDIA DALAM MENINGKATKAN KEMAMPUAN BERBICARA ]]>
<![CDATA[Sitorus, Najwa Al Zuhda]]>;
<![CDATA[Rahman Hz, , Benni Ichsanda]]>
<![CDATA[ ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
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<![CDATA[This study aims to analyze students' perceptions towards the use of the Learn & Speak English Praktika application in improving English speaking skills. The main focus of this study is how this application helps students improve their pronunciation, motivation, confidence, and vocabulary. This study uses a qualitative method with data collection through questionnaires and interviews with grade XI students in Medan. The results showed that the majority of students gave a positive response to this application. They felt that the real-time feedback feature helped improve pronunciation, AI-based interactions increased confidence, and the variety of conversation topics encouraged motivation and enriched their vocabulary. The implications of this study indicate that AI-based technology can be an effective alternative in language learning, especially in improving speaking skills. This application can be utilized by educators as an additional learning media that increases student engagement and independence in learning English. However, this study has several limitations, such as the limited duration of the study and the sample coverage which only included one school. Therefore, further research is recommended to examine the long-term impact of this application and compare it with conventional learning methods in a broader context.]]>
<![CDATA[Preservation of Mandailing Language Aspects, Mangambat, Through Integration of School Textbooks: a Feasibility Study ]]>
<![CDATA[Hz, Benni Ichsanda Rahman]]>;
<![CDATA[Pulungan , Anni Holila]]>
<![CDATA[ EXCELLENCE: Journal of English and English Education Vol 5 No 1 (2025): EXCELLENCE ]]>
Publisher : <![CDATA[English Education Study Program FKIP Universitas Alwashliyah Medan ]]>
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DOI: 10.47662/ejeee.v5i1.1128
<![CDATA[This study aims to integrate the oral tradition of Mangambat into Indonesian and English language teaching materials in schools located in the Mandailing ethnic area, North Sumatra. Mangambat is a cultural tradition that functions as a ceremony to prevent the bride from being carried by the groom, using typical dialogue. This study uses a feasibility study design to evaluate the materials developed based on this tradition. The instrument used is a material feasibility checklist, which includes 15 assessment items related to the relevance, systematics, and impact of the material on learning. The trial was conducted on 16 10th grade high school students in Medan, and the results showed that the teaching materials involving Mangambat were well received by students, with a high average score on the quizzes tested. This study concludes that integrating oral traditions into the curriculum can enrich language learning while preserving local culture. The implication is that there needs to be further efforts in developing and implementing local wisdom-based teaching materials that can be used sustainably in formal education.]]>
