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THE USE OF ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING Akbarani, Rizqi
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 4 No. 1 (2023)
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v4i1.10756

In recent years, there has been a growing interest in the integration of artificial intelligence (AI) into various fields. Artificial Intelligence (AI) also has become a prominent technology in various fields, including education. One area where Artificial Intelligent (AI) has shown great potential is in English Language Teaching (ELT). With the rapid development of technology, Artificial Intelligent (AI) tools and applications have been integrated into language learning platforms, classrooms, and online resources, transforming the way English is taught and learned. In the realm of language teaching, Artificial Intelligent offers significant potential for enhancing the learning process and improving outcomes. English language teaching is no exception, as educators are exploring the potential of Artificial Intelligent (AI) to enhance language learning experiences. English language teaching is no exception, as Artificial Intelligent (AI) can enhance the learning experience for English language learners by providing personalized instruction, immediate feedback, and immersive language practice. This research addresses the extent to use artificial intelligence in English language teaching. Researcher used descriptive qualitative approach with questionnaire as technique of data collection. The results of this research are the Artificial Intelligence is needed in English language teaching. Artificial Intelligence also has negative and positive impact in English language teaching depend on utilized correctly and at the appropriate timing. Besides that, Artificial Intelligence also help students in improving their English skill like speaking, writing, and reading using product of Artificial Intelligence like Chat GPT, Quillbot, Grammarly, Plagiarism Checker, Paraphrasingtool.com. So, the use of Artificial Intelligent in English language teaching is very important or useful and also reducing the burden of teachers and improving teaching quality.

The Challenges of Using Treffinger Learning Model in Improving Speaking Akbarani, Rizqi; Putri, Ni Made Anggi Arlina
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 3 No. 1 (2022)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v3i1.3473

Treffinger learning model is one of the cooperative learning models, which allows students to creatively solve problems and encourages their interests in speaking. This research aims to unveil the challenges of using this learning model in improving speaking skill. Drawing on the qualitative data collected through interviews, and observations. This research found that unveiled that students’ lack of motivation, ability in English, teachers’ readiness, and time made it difficult for the application of the Treffinger learning model.

Students’ Perception of Using Gamification as Media Review in English Learning AKBARANI, RIZQI; Pamungkas, Firdaus D
New Language Dimensions Vol. 5 No. 1 (2024): New Language Dimensions, June 2024
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v5n1.p23-30

Currently, technology has been involved in the learning process, especially English language learning. Technology has always been an important part of English teaching and learning. One of type technology that educators like is games. In learning technology, the term gamification appears that be used in the learning process. Gamification is the integration of game aspects and mechanics into situations that are not inherently game-related, and it has shown considerable potential in increasing motivation, engagement, and educational achievements across diverse domains, such as language learning. Kahoot, Quizziz, and Bamboozle are examples of gamification that can be used in learning English especially to review material after the learning process. In this research, researchers wanted to investigate the students’ perception of using gamification tools Kahoot, Quizziz, and Bamboozle as media review after the English language learning process. This research used a descriptive quantitative method. The method of collecting data used a questionnaire where researchers needed 50 students as a sample to answer the questionnaire. From the research findings and discussion, researchers concluded that the use of gamification Kahoot, Quizziz, and Bamboozle increases students’ motivation and understanding of learning materials. The use of gamification Kahoot, Quizziz, and Bamboozle for material review is needed in English language learning where students can; make students easier to do English assignments during tests; make students more confident to learn English; and provide challenges for students to learn English. Furthermore, researchers also found that Kahoot is the most favorite gamification tool as a review media in English language learning.

The Communication Style of 2024 Presidential Candidates in Indonesia: Influencing Generation Z Voters Through Social Media Akbarani, Rizqi; Hudiya Arliansyah, Ihsanul
Ath Thariq Jurnal Dakwah dan Komunikasi Vol 9 No 1 (2025): Ath-Thariq: Jurnal Dakwah dan Komunikasi
Publisher : Fakultas Ushuluddin Adab dan Dakwah IAIN Metro-Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ath-thariq.v9i1/yeqehy91

Understanding communication style is very important, especially in the presidential election campaign. It is important in the campaign process where it used to influence people’s interest in voting. Generation Z is the largest voters in the presidential election 2024 so understanding generation Z communication style is one of strategy to attract their interest in voting president. One of Gen Z communication style is they use social media in daily life. Furthermore, social media is considered an effective means of political communication. So, using gen Z communication style on social media is good strategy in attracting the interest of gen Z voters. In this research, researcher wanted to analyze how the Gen Z communication style that used the presidential candidates to influence the Gen Z voters’ interest on social media Instagram and TikTok. Researchers used a descriptive qualitative method and collected the data using observation. Researched analyzed the data used Mile and Huberman technique. From the analyze of observation data, the researcher concluded that all presidential candidates used gen Z communication style in their campaign on social media. They used social media platform Instagram and TikTok; making posts on social media; having distinctive terms in online communication; being relaxed, open minded, friendly, not patronizing; and using short video or live streaming to communicate and share experiences.

The Challenges of Using Treffinger Learning Model in Improving Speaking Akbarani, Rizqi; Putri, Ni Made Anggi Arlina
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 3 No. 1 (2022)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v3i1.3473

Treffinger learning model is one of the cooperative learning models, which allows students to creatively solve problems and encourages their interests in speaking. This research aims to unveil the challenges of using this learning model in improving speaking skill. Drawing on the qualitative data collected through interviews, and observations. This research found that unveiled that students’ lack of motivation, ability in English, teachers’ readiness, and time made it difficult for the application of the Treffinger learning model.

English Learning System in Islamic Boarding School: A Comparative Study Akbarani, Rizqi; Pamungkas, Firdaus Ditya; Fahmi, Ahmad Lukman
JETLEE : Journal of English Language Teaching, Linguistics, and Literature Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : JETLEE: Journal of English Language Teaching, Linguistics, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.6173

In this era, the use of English is really needed in all aspects of education, even in Islamic boarding schools. Implementing English language learning in Islamic boarding school is a challenge, where students who focus on learning about Islamic studies are also demanded to learn and practice English skills. Therefore, the use of suitable and effective English learning system will decide to outcome of English learning in Islamic boarding schools. This study wants to compare English learning systems used by two Islamic boarding schools, in level of Junior High School. The comparation includes kinds of English learning activities, media for learning English, and obstacles of teachers during English learning activities. This study will use qualitative research where the data will be taken from and interview of English teachers of two Islamic Boarding Schools. The result show that there are some differences in kinds of English learning activities. However, the two Islamic boarding schools mostly have similarity in media for English learning and obstacles of teachers during English learning activities. Building students’ confidence is not only felt by English teachers during English learning, but mostly teachers also feel the same obstacle for their students.

Short-Form Videos Da’wah: Innovative Strategies To Foster Religious Moderation Among Generation Z Istya Marwantika, Asna; Akbarani, Rizqi; Oluwaseun Dauda, Kazeem
Interdisciplinary Social Studies Vol. 5 No. 2 (2026): Interdisciplinary Social Studies
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/iss.v5i2.1053

This study aims to explore innovative strategies for promoting religious moderation among Generation Z through short-form video da’wah content on digital platforms such as TikTok, Instagram Reels, and YouTube Shorts. Employing a qualitative descriptive approach supported by research and development (R&D) methodology, the study used digital media mining tools, including Google Trends, Brand24, and Analisa.io, to identify patterns, engagement levels, and influential contributors in the online discourse on religious moderation between 2019 and 2024. The data analysis revealed a significant increase in public interest and content creation among Gen Z users. Based on these findings, the study developed a Religious Moderation Guidebook that integrates Islamic communication ethics with digital media strategies. The guidebook was piloted among Islamic Communication and Broadcasting students who produced short-form videos reflecting national commitment, tolerance, anti-radicalism, and cultural accommodation principles. The results demonstrate that when guided by ethical frameworks and strategic communication planning, short-form video da'wah can effectively enhance youth engagement with messages of religious moderation. This research contributes theoretically and practically to Islamic communication scholarship and offers a replicable model for future digital da'wah efforts.

Students’ trust toward AI-generated outcomes in English Language learning Pamungkas, Firdaus Ditya; Akbarani, Rizqi
Priviet Social Sciences Journal Vol. 6 No. 3 (2026): March 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v6i3.1614

ABSTRACT The emergence of Artificial Intelligence in the education sector has risen rapidly. AI offers several conveniences, particularly for university students, as a tool that can help overcome the challenges of academic learning. However, students do not full and uncritically trust the outcomes generated by AI. This study aimed to explore the extent of students’ trust in AI-generated outcomes in English language learning. A descriptive qualitative was employed, with a questionnaire used as the primary data collection instrument. The participants of this study were 30 first year university students from non-English program at the same institution. The results indicates that while students generally perceive AI outcomes as beneficial for learning English, they continue to use AI as a supportive too rather than as a substitute for completing all academic tasks. In addition, students tend to use AI only when academic tasks or specific learning needs require it, rather than relying on it continuously. Overall, AI serves as an effective support for students in English language learning when used appropriately and its suitable contexts. Keywords: students’ trust, AI outcomes, higher education, English language learning

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