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All Journal Jurnal Ilmiah Bahasa dan Sastra Journal of Islamic Studies and Education Al-Absah: Journal of Civilization, Language, Literature, and History
Sujito
Universitas Islam Negeri Raden Mas Said Surakarta
Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Designing Pictures Story Book Using Cultural Language Learning Approach (CLLA) to Improve English Skills Nurul Fatma; Sujito
Journal of Islamic Studies and Education Vol. 3 No. 3 (2025)
Publisher : Presscience

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63120/jise.v4i3.72

Abstract

This study aimed to develop a Picture Story Book (PSB) to enhance English proficiency among elementary learners and to identify appropriate teaching materials. The research employed a Research and Development (R&D) approach, structured using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data were collected through observations, interviews, and questionnaires during the needs analysis phase. The English material, titled "Let’s Have Fun with Picture Story Book (PSB)," was developed based on the 2013 national curriculum, integrating character education and communicative language learning. Validation was conducted through focus group discussions (FGD) with English teachers and caretakers using Likert scale questionnaires. The final product comprised six thematic units. Evaluation of learning outcomes, based on pre-test and post-test analysis, showed a significant improvement in student performance from a mean pre-test score of 52.3 to a post-test score of 75.8. These results affirm the PSB’s effectiveness and appropriateness for supporting English instruction in elementary education at MIM PK Kartasura.
Investigating the Relationship Between Duolingo Engagement, Learning Motivation, and Reading Proficiency among Fifth Semester Students at UIN Raden Mas Said Surakarta Cinthya Dhea; Sujito
Al-Absah: Journal of Civilization, Language, Literature, and History Vol. 2 No. 1 (2026)
Publisher : Fakultas Adab dan Bahasa UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/alabsah.v2i1.71

Abstract

This study is grounded in the Value-Expectancy Theory and Dornyei’s Motivation Theory, which explain that learners’ motivation and engagement with interactive digital tools can influence their reading performance. The study examines the effects of Duolingo usage and learning motivation on students’ English reading skills through a quantitative, multivariate correlational design. Twenty-five university students completed Likert-scale questionnaires and reading tests. The findings revealed a moderate positive correlation between Duolingo engagement and reading performance (r = 0.421, R² = 0.17, p < 0.05), indicating that increased interaction with the Duolingo application contributes to improved reading skills. Similarly, learning motivation showed a moderate positive correlation with reading performance (r = 0.500, R² = 0.25, p < 0.05), suggesting that higher motivation enhances reading comprehension. The multiple regression model (Ŷ = 10.60+ 0.047X₁ + 0.124X₂) produced an R² value of 0.263 and F = 3.940 (p = 0.034 < 0.05), indicating that both variables simultaneously contributed significantly to reading ability. The concurrent implementation of Duolingo-facilitated digital learning and a high level of learner motivation demonstrates a statistically significant positive impact on students’ English reading proficiency.
DOES AI APPLICATION POSITIVELY IMPACT THE PROCESS OF DESIGNING LEARNING ASSESSMENTS FOR EFL TEACHERS? A CASE STUDY IN A JUNIOR HIGH SCHOOL IN INDONESIA Malik Fajar Al Makmuri; Sujito
JIBS : JURNAL ILMIAH BAHASA DAN SASTRA Vol. 12 No. 2 (2025): JIBS (Jurnal Ilmiah Bahasa dan Sastra)
Publisher : Fakultas Bahasa dan Sastra Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jibs.v12i2.12149

Abstract

In this era, AI applications commonly appear in smartphones, laptops, and other digital devices. The application provides several benefits to help people fix their problems. For instance, when a teacher wants to make a format of formative assessment, and there is a lot of work to do at the same time. Thus, the teacher can use AI applications to help find the simple format of formative assessment. Therefore, this study intends to provide a clear insight into how EFL teachers use the AI application in designing learning assessments. The participants of the study were two teachers of English education in junior high schools in Indonesia. Nuanced into a case study (Merriam & Tisdell, 2016; Creswell, 2018), the results provide a positive and negative implementation of AI applications in designing learning assessments. Simply said, from the positive sides, teachers can use AI applications to help them to find inspiration and the format of language learning assessment design.  However, it also makes them lazier to have critical thinking. The next study needs to be focused in the field of teaching and learning implementation experiences using AI learning assessments.
Co-Authors Cinthya Dhea Malik Fajar Al Makmuri Nurul Fatma