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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture Journal of English Teaching and Applied Linguistics (JETAL)
Emeliya Sukma Dara Damanik
Universitas Islam Negeri Sumatera Utara, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences

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Students' Perceptions of Using Cici AI's Voice Communication Feature in Improving English Speaking Ability Novi Yanti; Emeliya Sukma Dara Damanik
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v11i1.4005

Abstract

This study explores students' perceptions of using Cici AI's voice communication feature to improve their English speaking abilities. Using a qualitative approach with a descriptive phenomenological design, data was collected from 25 university students through a questionnaire and involved 5 selected students for in-depth interviews. The results of the study highlighted five main findings, namely: (1) Usefulness; (2) Easiness; (3) Students' Confidence; (4) Speaking Ability Improvement; and (5) Access Difficulties. The findings showed that students gave a positive perception of Cici AI's voice communication feature as a tool to improve their English speaking ability. This research contributes to the growing body of research on AI in language learning on how Cici AI can support students in improving English speaking ability. Future research would be valuable to explore the long-term impact of Cici AI in improving English speaking skills in various educational settings.
TEACHERS’ STRATEGIES IN FACILITATING READING COMPREHENSION FOR STUDENTS WITH LIMITED READING SKILLS IN INCLUSIVE CLASSROOM: A QUALITATIVE CASE STUDY Najla Regar; Emeliya Sukma Dara Damanik
JETAL: Journal of English Teaching & Applied Linguistic Vol 8 No 1 (2026): September In Progress
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v8i1.2574

Abstract

Students with limited reading skills often face difficulties in understanding English texts, particularly in inclusive classrooms where students have diverse learning needs. This study aimed to identify the strategies used by English teachers in facilitating reading comprehension for students with limited reading skills in inclusive classrooms and to describe the challenges encountered during the teaching process. This study employed a qualitative case study design involving two English teachers at a senior high school in Southeast Aceh, Indonesia. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using the interactive model of Miles and Huberman. The findings revealed that the teachers employed six strategies: simplified texts, pre-teaching vocabulary, code-switching, scaffolding, reading aloud, and multimodal support. These strategies were implemented to facilitate reading comprehension for student with limited reading skills by providing instructional support, reducing language barriers, and increasing engagement in reading activities. The study also identified three major challenges, including limited facilities and technology, limited instructional time, and low student motivation. These findings provide practical insight for English teachers, schools, and education stakeholders in designing and implementing reading comprehension strategies that better address the diverse needs of students with limited reading skills in inclusive classroom.
Co-Authors Najla Regar Novi Yanti