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All Journal ELT Worldwide: Journal of English Language Teaching Englisia Journal LINGUAL: Journal of Language and Culture MAGISTRA: Jurnal Keguruan dan Ilmu Pendidikan EXPOSURE JOURNAL JEES (Journal of English Educators Society) DIDAKTIKA TAUHIDI: JURNAL PENDIDIKAN GURU SEKOLAH DASAR JURNAL PengaMAS Voices of English Language Education Society MAGISTRA: Jurnal Keguruan dan Ilmu Pendidikan Musamus Journal of Language and Literature Journal of English Education and Teaching (JEET) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan Celebes Journal of Language Studies Research and Innovation in Applied Linguistics GLENS: Global English Insights Journal
Butarbutar, Ranta
Universitas Musamus Merauke Papua
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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Learner’s perception of task difficulties in technology-mediated task-based language teaching Butarbutar, Ranta
Englisia Journal Vol 9 No 1 (2021)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i1.10079

Abstract

The perception of learners can be used for evaluating task-based language teaching development. However, during the technology-mediated task-based language teaching (TBLT), learners faced a few difficulties. Thus, this study aimed to investigate learners’ perceptions of task difficulties in technology-mediated (TBLT). To collect data, the study used a quantitative design with an open-ended questionnaire, and, involved two hundred learners as participants who came from different departments at the university. The results strongly confirmed that incorporating technology into TBLT leads learners to face some difficulties in (1) understanding the meaning of the task, (2) practical instruction in doing tasks, (3) applying new technology to explore profound tasks further, (4) lack of direct lecturer feedback on student tasks, (5) performance assessment, (6) addressing learners’ needs, (7) goal orientation, (8) digital literacy, building knowledge, intellectual, and behavior, and (9) school and curriculum rules. Furthermore, the study preferred some strategies to solve learners' difficulties in TBLT, such as managing teaching materials to become easier and more interesting, referring technology integration to learners’ ability, implementing bring your own device (BYOD), improving classroom assessment, teachers broadening technology-mediated, task-based learning internships, and facilitating learners with compatible technology tools and stable internet connection.
Artificial intelligence for language learning and teaching: A narrative literature study Butarbutar, Ranta
Englisia Journal Vol 12 No 1 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.23211

Abstract

The purpose of this study was to examine teachers' beliefs, the factors that influence the use of AI tools, and the advantages, disadvantages, opportunities, and threats of artificial intelligence in language learning and teaching. To accomplish this, the study used a narrative literature review and ATLAS.ti 9 to analyze the data. The results of the study showed that teachers believed that Artificial Intelligence in Language Learning and Teaching (AILLT) included assessing student needs, developing appropriate learning resources, promoting collaboration among resources, providing real-time assessment tools to improve the educational process, and increasing teaching efficiency and effectiveness. Second, AI tools for writing tools, including Paperpal, Quillbot, Jenni AI, ChatGPT, Elicit, as well as in applications to improve speaking skills, such as Speeko and Vocaroo, and "Siri and Say It" for listening and pronunciation skills. Third, factors that may influence students' use of AI-based language learning tools include adaptability, engagement, motivation, autonomy, immediate or direct feedback, accessibility and inclusivity, and teacher and parent support. This research found that AI enhances accessibility, adaptability, personalization, and immediate feedback, but it also has limitations, such as dependence on technology, inadequate human interaction, limited contextual understanding, and algorithmic biases. In addition, AILLT faces potential threats such as quality control, privacy concerns, and job or task displacement. Narrative literature studies provide theoretical insights, and it is expected that future studies at different levels of language learning will incorporate empirical evidence from experimental and case study-based research.
Evaluating the impact of AI debater on EFL debate competence: Perceptions of lecturers and learners Butarbutar, Ranta; Alimuddin, Andi Haeriati; Radja Leba, Seli Marlina
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.40581

Abstract

Debate competence is essential in English as a Foreign Language (EFL) learning, yet many learners struggle with critical thinking, argumentation, and persuasive communication. While artificial intelligence (AI) offers promising support, evidence of its effectiveness in debate learning remains scarce. This study aims to evaluate the impact of AI Debater technology on the debate performance of EFL learners and explore the perceptions of its use among lecturers and learners. A quasi-experimental design was employed, involving 20 EFL learners and one lecturer, with data collected through observations and online interviews. Post-test results showed significant improvements in debate performance, with mean scores of 77.45 for content, 78.75 for arguments, and 79.35 for claims. Learners also reported positive perceptions: 85% rated the AI Debater as very useful, while 80% and 75% valued its role in developing claims and arguments, and 90% evaluated content positively; however, only 50% found it highly effective for collaboration. Complementing these findings, lecturers perceptions emphasized three areas: (1) reasons for choosing the AI Debater, such as accessibility, up-to-date information, suitability for 21st-century learners, and time efficiency, (2) its impact, including improved critical thinking, reasoning, negotiation, analytical skills, and persuasive communication, and (3) challenges, such as reliability issues, lack of creativity and empathy, and concerns about educational integrity. While AI Debater shows potential for enhancing debate skills, the absence of a control group, small sample size, and limited consideration of contextual factors constrain findings. Future research should address these gaps to deepen the understanding of AI in EFL debate learning.
The impact of video integrated with Bloom’s taxonomy on the improvement of English-speaking performance Butarbutar, Ranta; Leba, Seli Marlina Radja; Sauhenda, Angla F
JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i2.1649

Abstract

Speaking has an essential role in students’ performance in the English language subject. This study aims to investigate 30 English language students who are given video in the experimental class. The results show that there is an improvement of participants’ English-speaking performance which is indicated by the increase of scores between pre-test and post-test through four speaking components, such as fluency, precision, lexical, and syntactical. The most significant increase is found in the precision aspect with a pre-test value of 1.00 and a post-test value of 3.07. The results also reveal that both written and verbal communication can be improved by using the method of video integrated with Bloom’s taxonomy. However, the limited participants of the study and the length of drilling speaking are confirmed as the limitation of the study. Besides, it implies video integrated taxonomy Bloom for reducing anxiety in learning speaking and classroom activities research (CAR) investigation are recommendations for future study. HIGHLIGHTS: Video integrated with Bloom’s taxonomy implies the development of linguistics and intercultural communication competence simultaneously. Video facilitates learners to improve meaning and lexical complexity The more learners practice speaking with video integrated with Bloom’s Taxonomy, the better their critical thinking.
Sophomore Students’ Voice of Web-Based Learning English. Butarbutar, Ranta; Sauhenda, Angla Florensy; Arfiani, Arfiani; Pure, Ermelinda Agnes Gunu
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2930

Abstract

The present study aims to bridge the gaps between limited Web-based Learning English (WBLE) focused on speaking ability enhancement and sophomore multilevel speaking students' perceptions and to design a qualitative narrative study using seven sophomore university students aged 20-24 years old. Students were chosen through purposive sampling and used mobile phones and personal computers for learning purposes. The results demonstrated the use of web-based language learning to encourage students to speak English as a Foreign Language. The students used two WBLE techniques, online and offline, both on- and off-campus. They accessed five recommended WBLE: British Broadcasting Corporation, PhraseMix, VOA Learning English, British Council, and TalkEnglish. Students used online WBLE to attend blended lectures agreed upon by their teachers. This study highlights the potential of WBLE to improve speaking skills among sophomore-level students, emphasizing the need for further research and development in this field.
Blended Snowballing Discussion Technique and Collaborative Learning Pedagogy in EFL Speaking Butarbutar, Ranta; Karnine, Seeni Mehraj Begam Binti V.K.S. Vyzul
GLENS: Global English Insights Journal Vol. 1 No. 2 (2024): GLENS, May 2024
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i2.338

Abstract

The objective of this qualitative case study is to investigate BSD issues, solutions, and collaborative learning approaches in EFL courses. As part of a case study, researchers examined the design and gathered information through open-ended interviews, documents, digital recorders, forum group discussions (FGD), and pertinent literature. All the gathered data were examined through exploration. Accordingly, the FGD forum was used to its fullest potential during the data analysis process for cross-checking, validation, verification, and confirmation. Teachers used pre-teaching (planning), cooperation (observing, supporting, and consolidating), reflection, and evaluations to achieve their goals. In this way, teachers encounter issues such as (1) choosing topics based on what students already know, (2) lack of group cohesion, (3) distinction between group and individual assessment, (4) lack of constructive interdependence, (5) variety of learning styles, and (6) inactivity. More research will be required in the future, as the study only examined a limited sample of people. There are recommendations for future experimental language lab classes. Blended EFL classes typically require the construction of an EFL curriculum through collaboration and technology, based on spontaneous speech activities, to ensure students' preparation before and after their participation.
Co-Authors Abdullah Abdullah Adolfina Krisifu Andi Haeriati Alimuddin Angla Florensy Sauhenda Arfiani, Arfiani Elia Simatupang Farida Romaito Pohan Hermansyah, Agus Kichi Karnine, Seeni Mehraj Begam Binti V.K.S. Vyzul Leba, Seli Marlina Radja Margaretha F Narahawarin Marni Bawawa Marni Bawawa Marnina Marnina Martha Betaubun Mayasari, Dian Mohamad Iksan Nggaruaka, Tobias Ningsih, Titik Budi Pure, Ermelinda Agnes Gunu Sahril Nur Santy Monika Seeni Mehraj Begam Binti V.K.S. Vyzul Karnine Seli Marlina Radja Leba, Seli Marlina Selly Marlina Sri Yulianti Ardiningtyas Titik Budi Ningsih