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All Journal New Language Dimensions Jurnal Ragam Pengabdian
Meta Keumala
Universitas Serambi Mekkah
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring Learner Autonomy in AI-Assisted EFL Learning: A Comparative Classroom Observation of ChatGPT Use in Indonesian Senior High Schools Meta Keumala; Zaiyana Putri; Nyak Mutia Ismail; Cut Faizah; Cut Mulia Zuhra
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p83-98

Abstract

The rapid integration of artificial intelligence (AI) into English as a Foreign Language (EFL) learning has shifted attention from technological utility to the enactment of learner autonomy. This study describes and compares how senior high school students demonstrate autonomous learning behaviours when using ChatGPT in English classrooms. Employing a qualitative descriptive design with a comparative classroom observation strategy, the study was conducted at SMA 3, SMA 4, and SMA 5 Banda Aceh. Data were collected using an observation sheet covering ten indicators of learner autonomy and analysed through a four-point rubric. The findings showed noticeable differences across the three schools. SMA 3 demonstrated the highest autonomy level (82.5%), characterised by initiative, goal setting, persistence, and metacognitive awareness. SMA 4 showed a moderate level (55%), with students displaying persistence and feature exploration but remaining dependent on teacher instruction. SMA 5 showed the lowest level (37.5%), with students appearing passive, hesitant, and limited in independent reflection. The findings suggest that ChatGPT may create opportunities for independent language practice, but autonomy does not emerge automatically. Pedagogical guidance remains necessary to help students move from teacher-dependent AI use toward strategic, reflective, and self-regulated learning.
Multimedia Technology in English Language Teaching: Advantages or Disadvantages? Meta Keumala; Zahratul I Idami; Zakaria Zakaria
Jurnal Ragam Pengabdian Vol. 1 No. 3 (2024): September-Desember "Implementation of Social Service Programs to Increase Commu
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/pvf3n962

Abstract

Multimedia technology integration has grown in popularity in the ever-changing field of modern education, providing a more comprehensive method of instruction. Three English instructors at an Islamic Senior High School in Aceh Besar provided the data for this study, which used a qualitative methodology, between January 22 and 27, 2024. The interview and observation guide sheet were constructed based on Pun (2013) about the advantages and disadvantages of the use of multimedia technology in English language teaching.  Data analysis from observation and interviews was done qualitatively. The results show that Class 1 was taught by T1 whose focused on teaching grammar skill to 19 students of the first grade of senior high school. The results of the quiz showed that there were 3 students who got low scores (60,50,40), 7 students got 75-85 and 9 students were all correct (100). Class 2 shows that T2 taught speaking skills through a YouTube channel and 22 students were participating in the class. Class 3 shows that teacher teaches reading skills employed an online reading website named "Perussall”
Co-Authors Cut Faizah Cut Mulia Zuhra Nyak Mutia Ismail Zahratul I Idami Zaiyana Putri Zakaria Zakaria