Article Per Year (5 Year)
p-Index From 2021 - 2026
1.829
P-Index
This Author published in this journals
All Journal J-MKLI (Jurnal Manajemen dan Kearifan Lokal Indonesia) Wiralodra English Journal (WEJ) Industri Inovatif : Jurnal Teknik Industri Jurnal Komunitas: Jurnal Pengabidian Kepada Masyarakat Buletin Profesi Insinyur Education Achievement: Journal of Science and Research JELL (Journal of English Language Learning LEOTECH: Journal of Learning Education and Technology Journal of Modern Approaches to Communication, Humanities, and Academia
Masrurotul Ajiza
Institut Teknologi Nasional Malang
Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Public Health Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
ENHANCING STUDENT ENGAGEMENT AND CRITICAL THINKING THROUGH DIRECT COMMUNICATIVE LANGUAGE TEACHING: AN EMPIRICAL STUDY IN TERTIARY EFL CONTEXT Masrurotul Ajiza; Feny Arafah
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.588

Abstract

This study explores the impact of Direct Communicative Language Teaching (CLT) on student engagement and critical thinking in an English for Specific Purposes (ESP) classroom. It aims to answer three questions: (1) How is Direct CLT implemented? (2) In what ways does CLT influence students’ behavioural, emotional, and cognitive engagement during English lessons? and (3) How do CLT-based activities develop students’ critical thinking in classroom interactions? Conducted with 1 English lecturer and 15 undergraduate Geodetic Engineering students of Institut Teknologi Nasional (ITN) Malang, this qualitative study collected data through classroom observations and student questionnaires combining Likert-scale and open-ended items. The findings reveal that Direct CLT shifted the classroom dynamic from a teacher-centered to a student-centered environment, where learners actively participated, collaborated, and communicated meaningfully. Students demonstrated behavioural engagement through teamwork, emotional engagement through enjoyment and positive interaction, and cognitive engagement. The use of authentic, discipline-related tasks enabled students to link English learning with real-world communication and professional relevance. Overall, the findings indicate that Direct CLT effectively enhances communicative competence, critical thinking, and collaboration among engineering students, suggesting that ESP instruction should integrate communicative and contextualized pedagogies to better prepare learners for authentic professional communication.
Enhancing Oral Communication in Real Time: University Students’ Self-Directed Use of AI-Powered Speech Recognition in English Classrooms Masrurotul Ajiza; Ali Said Al Matari; Muthmainnah Muthmainnah
MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia Vol. 2 No. 1 (2026): MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/matcha.v2i1.332

Abstract

The increasing availability of AI-powered speech recognition has created new possibilities for supporting oral communication in English classrooms. This study explores how university students use AI-powered speech recognition tools in a self-directed manner during real-time speaking activities and how they perceive the usefulness of these tools for enhancing oral communication. Adopting a convergent mixed-methods design, the study integrates qualitative data from classroom observations and semi-structured interviews with quantitative data from a descriptive Likert-scale questionnaire. The qualitative findings reveal that students use speech recognition strategically to monitor intelligibility, rehearse spoken output, and manage speaking-related anxiety during communicative tasks. Rather than replacing interaction, the tool functions as a flexible support that learners draw on selectively according to situational needs. The quantitative results indicate generally positive perceptions of the tool’s usefulness, particularly in relation to confidence, fluency awareness, and ease of use. By combining observed practices with learners’ reported perceptions, this study offers a classroom-grounded account of AI-powered speech recognition use in real-time speaking contexts. The findings contribute to ongoing discussions on AI-assisted language learning by highlighting the pedagogical potential of speech recognition as a learner-oriented resource for supporting oral communication.
Co-Authors Aladin Eko Purkuncoro Ali Said Al Matari Anis Artiyani Dimas Indra Laksmana Dini Deswarni, Dini Feny Arafah Gultom, Peniel I Iryanti Fatyasari Nata, Iryanti Fatyasari Lalu Mustiadi Maranatha Wijayaningtyas Muthmainnah Muthmainnah Nanik Astuti Rahman Peniel Gultom Rahayu , Arum Putri Rohani, Tri Setiawati