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p-Index From 2021 - 2026
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This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature FOSTER: Journal of English Language Teaching
Fadliyah Uzma
UIN Syarif Hidayatullah Jakarta
Education Languange, Linguistic, Communication & Media

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Students’ Needs, Perceptions, and Challenges in AI-Supported Pre-Speaking Preparation Meidy Kautsar Arriv; Fadliyah Uzma
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10500

Abstract

Pre-speaking preparation enables English as a foreign language (EFL) learners to plan ideas, select vocabulary, and manage confidence before oral performance. This study explored Grade 9 students’ needs, perceptions, and challenges regarding the use of artificial intelligence (AI)-based tools during pre-speaking preparation. A descriptive qualitative design was employed with 19 students in one class at a school in Bekasi. Data were collected through a 15-item five-point Likert-scale questionnaire, classroom observations, and interviews with two students. Questionnaire responses were summarized using percentages, while the interview and observation data were used to support interpretation. The findings showed that 80%-85% of the students agreed that they needed additional preparation time, help organizing ideas, vocabulary support, and more practice opportunities. Between 85% and 90% viewed AI positively for idea generation, vocabulary development, content organization, confidence, and practice before class. However, 55% found some AI-generated answers difficult to understand, and 80% still emphasized the need for teacher guidance. The interviews also identified slow internet connectivity and responses that did not always match students’ expectations. AI can therefore function as a complementary scaffold in pre-speaking preparation, but its use should remain teacher-guided and appropriate to learners’ language level.
Primary School Teachers’ Long-Term Strategies for Teaching English to Young Learners: A Narrative Inquiry Meidy Kautsar Arriv; Asmida Yanti Siregar; Fadliyah Uzma
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): 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.v7i2.370

Abstract

This study aims to investigate the strategies used by primary school teachers in teaching English to young learners and the strategies that have been effective in teaching English to young learners from the past until now. This study employed a qualitative design using a narrative inquiry approach involving two experienced primary school teachers with more than 20 years of teaching experience to explore their long-term teaching practices. Data were collected through semi-structured interviews and were analyzed thematically. The findings demonstrate that both teachers view building close teacher-student relationships as a central strategy, as it supports students' comfort and readiness to learn. Based on long teaching experience, both teachers consistently used gradual instruction and practical classroom strategies such as Total Physical Response, songs, visual materials, and technology to support learning. Although some earlier strategies were no longer used because they were less effective, the core teaching practices remained stable despite ongoing curriculum changes. Overall, the teachers described their strategies through everyday classroom practices rather than theoretical terms.
Co-Authors Asmida Yanti Siregar Meidy Kautsar Arriv Meidy Kautsar Arriv