Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Klasikal: Journal of Education, Language Teaching and Science English Language Teaching Methodology (ELTM)
Achmad Basir
Universitas Muhammadiyah Makassar, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
AI-ASSISTED STUDENT-GENERATED QUESTION CARDS FOR ESP SPEAKING PRACTICE IN DENTAL NURSING EDUCATION: A QUALITATIVE CASE STUDY Achmad Basir; Muhammad Thahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1899

Abstract

This study explores the use of artificial intelligence (AI) as a linguistic and contextual scaffold within Student-Generated Daily Question Cards (SGDQC) for English for Specific Purposes (ESP) speaking practice among dental nursing students. A qualitative case study was conducted with 50 third-semester students at Poltekkes Kemenkes Makassar, Indonesia. Data were obtained from six classroom observations, semi-structured interviews with 25 purposively selected students and the ESP lecturer, and analysis of student-generated question cards. The data were analysed thematically and triangulated across the three sources. Four interconnected findings emerged. First, AI supported grammar checking, translation, vocabulary development, sentence refinement, and the use of dental nursing terminology, although students still needed to review and adapt AI output. Second, student-generated questions provided a concrete starting point that increased preparedness and willingness to participate, particularly among hesitant students. Third, the cards created recurring peer-to-peer speaking opportunities through question-and-answer exchanges, follow-up questions, discussions, and profession-related role-play. Fourth, students continued to experience difficulty when interaction moved beyond prepared prompts, revealing a tension between scaffolded preparation and spontaneous communication. The findings indicate that AI-assisted question cards are most useful as a preparatory scaffold that preserves student agency and leads to human-to-human interaction. Their use should therefore be combined with progressively less-scripted speaking activities to strengthen spontaneous ESP communication.
Integrating Deep Learning and Hypnoteaching to Improve Oral Communication Skills: A Research of Dental Nursing Students at Poltekkes Kemenkes Makassar Achmad Basir
English Language Teaching Methodology Vol. 5 No. 3 (2025): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v5i3.1929

Abstract

This research aimed to investigate the effectiveness of integrating Deep Learning and Hypnoteaching in improving the oral communication skills of dental nursing students at Poltekkes Kemenkes Makassar. The significance of this research is based on the importance of oral communication competence in health education, while many students experience anxiety and low self-confidence, especially in the context of multicultural interaction. The novelty of this research lies in the implementation of a holistic learning approach that combines technology-based Deep Learning features with the psychological technique of Hypnoteaching to simultaneously address cognitive and emotional aspects of communication. The method used is a quantitative approach with a one-group pretest–posttest pre-experimental design involving 40 Dental Nursing students of Class 2A Diploma IV in the 2025 Academic Year, during six intervention sessions with an assessment of oral communication skills using a structured performance rubric. The findings revealed a statistically significant improvement in students’ oral communication performance, with the mean score increasing from 15.9 in the pretest to 22.2 in the posttest, representing a 39.6% improvement, particularly in self-confidence, pronunciation clarity, and response accuracy. Qualitative feedback further indicated reduced anxiety, increased motivation, and improved focus during speaking tasks. The results of research contribute to providing an innovative learning model based on the integration of technology and an effective psychological approach, and concludes that the application of Deep Learning and Hypnoteaching is proven to be able to improve the quality of oral communication of dental nursing students.
Co-Authors Muhammad Thahir