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All Journal Arus Jurnal Psikologi dan Pendidikan Journal of English Language Teaching and Literature (JELITA)
Hijril Ismail
Universitas Muhammadiyah Mataram, Indonesia
Arts Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Students’ Perceptions of Online Presentations Via Zoom and in-Person Presentations in Improving Confidence in Speaking English Hijril Ismail; Edi; Ilham; Asbah; Elsa Khusnul Khatimah
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.v5i2.3030

Abstract

This study examines presentations as an active learning strategy that can increase student engagement and confidence in speaking English. Although many studies have examined online learning, few have compared students' perceptions of Zoom presentations and in-person presentations in relation to increased confidence. This study aims to reveal students' perceptions of both forms of presentations, compare their advantages and disadvantages, and identify factors that influence confidence when speaking. The method used is descriptive qualitative with a population of students in the English Education Study Program (56 students) and a purposive sample who have presentation experience. Data were collected through a Likert questionnaire and in-depth interviews with 10 selected participants. Questionnaire analysis used descriptive statistics, while interview data were analyzed qualitatively through data reduction, presentation, and conclusion drawing. The findings show that presentations via Zoom can increase confidence for some participants because they reduce anxiety and are supported by technological features, despite being limited by technical problems and nonverbal interaction. Meanwhile, in-person presentations are more effective in training speaking skills, courage, and direct interaction with lecturers and classmates. The main factors that influence confidence are mastery of the material, support from the learning environment, and previous presentation experience. In conclusion, both forms of presentation complement each other, and integrating them into English language learning can provide a more holistic approach to improving participants' speaking confidence, communication skills, and adaptation in various communication situations.
The Effects of AI-Based Flashcards on EFL Students’ Reading Comprehension: A Pre-Experimental Study in Indonesian Higher Education Nafah Hilaliati; Hijril Ismail; Ilham Ilham
JELITA Vol 7 No 2 (2026): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v7i2.1291

Abstract

This study examined changes in EFL students’ reading comprehension performance following the implementation of AI-based flashcards in an Indonesian higher education context. A quantitative approach using a pre-experimental one-group pre-test–post-test design was employed with 20 third-semester students in an English Education Study Program at Universitas Muhammadiyah Mataram. Data were collected through a reading comprehension test assessing five dimensions: identifying main ideas, locating specific information, understanding vocabulary in context, making inferences, and interpreting texts. The intervention comprised three instructional sessions using AI-based flashcards that provided repeated exposure, vocabulary retrieval, review, and contextualized practice with English learning materials. Descriptive statistics were used to examine changes in performance, while the Wilcoxon signed-rank test was conducted to determine differences between pre-test and post-test scores. The results showed an increase in the mean score from 67.85 to 88.30, representing an improvement of 20.45 points. The Wilcoxon test indicated a statistically significant difference between pre-test and post-test scores (Z = −3.825, p < .001), with a large effect size (r = .86). These findings suggest that AI-based flashcards have potential as a supplementary instructional medium for supporting EFL students’ reading comprehension. However, the improvement cannot be interpreted as definitive evidence of a causal effect because of the one-group design, small sample, and absence of a control group. Further research should employ larger samples, comparison or control groups, and more rigorous experimental designs to provide stronger evidence of the effectiveness of AI-based flashcards for EFL reading comprehension.
Co-Authors Asbah Edi Elsa Khusnul Khatimah Ilham Ilham Ilham Nafah Hilaliati