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All Journal Arus Jurnal Psikologi dan Pendidikan J-Shelves of Indragiri (JSI)
Widi Syaftinentias
STKIP Insan Madani Airmolek
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Teachers’ Perceptions of Artificial Intelligence Utilization in English Language Teaching at an Islamic Boarding School Fajar Wirawan; Loly Novita; Widi Syaftinentias
Arus Jurnal Psikologi dan Pendidikan Vol 5 No 2: Juni (2026)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajpp.v5i2.2728

Abstract

The development of Artificial Intelligence (AI) has influenced English language learning by providing various tools such as ChatGPT, Grammarly, and Duolingo. This study aimed to explore teachers’ perceptions of AI use in English language learning at an Islamic senior high school in Pekanbaru. A descriptive qualitative method was employed, involving English teachers selected through purposive sampling. Data were collected through interviews, observations, and documentation and analyzed using data reduction, data display, and conclusion drawing. The findings revealed that teachers generally had positive perceptions of AI. They believed that AI helped improve students’ vocabulary, grammar, pronunciation, and learning motivation. AI also assisted teachers in preparing learning materials and creating interactive learning activities. However, several challenges were identified, including limited technological skills, internet access issues, and concerns about students’ overreliance on technology. The study concludes that AI can effectively support English language learning when used appropriately and responsibly by teachers.
THE EFFECT OF THE RECIPROCAL TEACHING METHOD ON STUDENTS READING COMPREHENSION Putri Mareza; Destri Wahyuningsih; Widi Syaftinentias
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3570

Abstract

Reading comprehension is an important skill in English learning because it helps students understand information and improve critical thinking. However, many students still face difficulties in understanding texts due to low reading interest and the use of less interactive teaching methods. This study aimed to determine the effect of the Reciprocal Teaching Method on students’ reading comprehension at the tenth grade of SMK N 1 Kelayang. This research used a quantitative experimental method with two groups: an experimental class and a control class. The sample consisted of 43 students. The data were collected through pre-test and post-test and analyzed using descriptive statistics and t-test. The findings showed that the students taught by using the Reciprocal Teaching Method achieved higher reading comprehension scores than those taught by conventional methods. The mean score of the experimental class increased significantly after the treatment. It can be concluded that the Reciprocal Teaching Method had a significant effect on students’ reading comprehension. Therefore, this method is recommended for English teachers to improve students’ reading comprehension skills.
THE USE OF FIX UP STRATEGY TO IMPROVE THE STUDENTS READING SKILL Jihan Salsabila; Destri Wahyuningsih; Widi Syaftinentias
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3571

Abstract

This research investigates the effectiveness of the Fix-Up Strategy in improving the reading skills of eleventh-grade students at SMAN 2 Rengat Barat. The study was conducted due to students’ difficulties in understanding reading texts, limited vocabulary mastery, and low participation during the reading process. Using a quasi-experimental design, the research compared an experimental class taught using the Fix-Up Strategy with a control class taught through conventional methods. Data were collected through reading pre-tests and post-tests and analyzed using the Independent Samples T-Test. The findings showed a significant improvement in the experimental class, with the mean score increasing from 53.61 to 84.86, while the control class improved from 48.14 to 68.71. The statistical analysis revealed a Sig. (2-tailed) value of 0.000, indicating that the Fix-Up Strategy had a significant effect on students’ reading skills. The study concludes that the Fix-Up Strategy not only improves students’ reading comprehension but also encourages students to become more active and independent readers.
THE CORRELATION BETWEEN STUDENTS’ WRITING MOTIVATION AND THEIR SKILL IN WRITING ENGLISH ARGUMENTATIVE TEXTS Yolanda Putri Andeani; Widi Syaftinentias; Destri Wahyuningsih
J-Shelves of Indragiri (JSI) Vol 8 No 1 (2026): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v8i1.3589

Abstract

This study aimed to examine the correlation between students’ writing motivation and their skill to writing English argumentative texts among eleventh-grade students at SMAN 2 Kelayang. A quantitative correlational research design was used, with 84 students participating in the study. The data were obtained through a writing motivation questionnaire and a writing test. Furthermore, the data were analyzed using the Pearson Product Moment Correlation test with SPSS version 27.The findings showed that the correlation coefficient between students’ writing motivation and writing skill was 0.753, indicating a strong positive correlation between the two variables. Additionally, the significance value was 0.000, which was lower than 0.05, indicating that the correlation was statistically significant.In conclusion, a significant positive correlation was found between students’ writing motivation and their writing skill in English argumentative texts. The results suggest that higher levels of motivation are associated with better writing performance.
Co-Authors Destri Wahyuningsih Fajar Wirawan Jihan Salsabila Loly Novita Putri Mareza Yolanda Putri Andeani