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All Journal Child Education Journal Assyfa Learning Journal
Asrofi Asrofi
Universitas Muhammadiyah Malang, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Speech Recognition, And Chatbot: Innovation In Indonesian Language Learning For Generation Z In The Digital Era Asrofi Asrofi; Joko Widodo; Nurul Zuhriah; Ribut Wahyu Eriyanti; Daroe Iswatiningsih; Hari Sunaryo
Assyfa Learning Journal Vol. 3 No. 2 (2025): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v3i2.712

Abstract

The development of digital technology and the unique characteristics of Generation Z have driven the need for innovation in Indonesian language learning, particularly to improve the speaking skills of junior high school students. Conventional learning methods are often ineffective in building student confidence, creativity, and active participation. This study aims to develop and test the effectiveness of synergy between theater, speech recognition technology, and chatbots as a more interactive and relevant learning innovation. Using a Research and Development (R&D) approach using the ADDIE model, this study collected data through observations, interviews, questionnaires, and a pilot test of the teaching module. The results showed significant improvements in students' speaking skills, including fluency, clarity, and argument structure. Students became more confident, creative, and engaged, thanks to the automatic feedback from the speech recognition technology and adaptive conversational practice provided by the chatbot. This innovative module also increases student motivation and engagement, supports the implementation of the Independent Curriculum, and the development of 21st-century skills. This synergy has proven effective and can be widely adopted to create more personalized learning that meets the demands of the digital age.
Designing Literacy Resilience: A Needs Analysis of the Social-Emotional Learning-Based DRAMATIKA Module for Junior Secondary Literacy Instruction Asrofi Asrofi; Ribut Wahyu Eriyanti; Hari Sunaryo; Daroe Iswatiningsih; Isioma Stella Olagunju
Jurnal Pendidikan Anak Vol 8 No 2 (2026): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v8i2.8583

Abstract

Literacy instruction in junior secondary education poses cognitive and socio-emotional challenges, particularly in developing expository writing skills, managing writing anxiety, and encouraging students to express ideas confidently. This study aimed to analyse the instructional and socio-emotional needs underpinning the development of the DRAMATIKA module, which integrates improvisational theatre and Social-Emotional Learning (SEL) to support literacy resilience. The initial phase of research and development involved a qualitative needs analysis with pre-service Indonesian language teachers and junior secondary students selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, document analysis, and a needs assessment questionnaire, and were examined using thematic analysis and data triangulation. The findings identified difficulties in organising arguments, emotional barriers to written expression, and limited pedagogical readiness among pre-service teachers to integrate drama-based activities and SEL into literacy instruction. The analysis also identified instructional requirements, including improvisational prompts, scaffolded writing activities, assessment rubrics, and visual teaching guides. These findings informed the proposed DRAMATIKA framework, positioning pre-service teachers as prospective instructional facilitators and junior secondary students as the target learners. The study concludes that integrating drama-based pedagogy with SEL offers a relevant direction for designing emotionally responsive literacy instruction. Further development and evaluation are required to establish the module's effectiveness in improving literacy resilience and writing outcomes.
Co-Authors Daroe Iswatiningsih Hari Sunaryo Isioma Stella Olagunju Joko Widodo Nurul Zuhriah Ribut Wahyu Eriyanti