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All Journal Jurnal Celtic Journal of English Education Program (JEEP)
Fitriati, Rahima
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Education Languange, Linguistic, Communication & Media

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THE EFFECT OF PROJECT BASED LEARNING TO THE STUDENTS’ SPEAKING ABILITY Mafruudloh, Naajihah; Fitriati, Rahima
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 7, No 1 (2020): June 2020
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (599.582 KB) | DOI: 10.22219/celtic.v7i1.12203

Abstract

Project based learning (PBL) is an appropriate and applicable learning method in all levels of education. In this method, the lecturer acts as a facilitator or the one who takes a main role in teaching and learning process. The aim of PBL is to solve problems and develop students’ critical thinking. It also encouraged the students’ way of thinking in doing or creating something.  This method was implemented in English for Management class at. It was expected to make the students to be more creative facilitated by a discussion, sharing, and collaboration work. The aim of this study was to describe the implementation of PBL in non-English department class (Management department class) and to know the effect of PBL in students’ speaking ability. There were 25 students selected as the sample. The methodology used pre-experimental design. Data were collected by observation to answer the first research question and test to answer the second research question. The acquired quantitative data were analysed statistically by paired sample T-test. The research found a significant effect of PBL to the students’ speaking ability. It was also an effective methodology in teaching speaking because it made the students to be more active and innovative in doing the task and joining the class.  Thus, it is strongly recommended to apply this teaching method in speaking class as an alternative way to improve students’ speaking competency.
AI INTEGRATION IN AUTONOMOUS ENGLISH LEARNING: EVOLVING OPPORTUNITIES AND DETERMINED CHALLENGES Fitriati, Rahima; Mafruudloh, Naajihah; Tasaufi, Bila Nastiti; Zamzami, Muhammad Rizal Akbar; Rahmawati, Zurriat Nyndia
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.100757

Abstract

The improvement of Artificial Intelligence (AI) offers abundant profits for educational practices, especially in English learning for university students. This paper observes the application of AI tools by students in preparing presentation tasks. Descriptive qualitative research using a questionnaire is used as a research methodology. Data were collected from 51 English for Specific Purposes (ESP) students majoring in Law and Informatics Engineering. A questionnaire consisting of Likert-scale and open-ended items was utilised to discover students’ perception of benefits, challenges, as well as their critical concerns about using AI. Quantitative data from Likert-scale items were analysed using descriptive statistics, while qualitative responses were analysed to discover key benefits, challenges, and ethical concerns related to AI-assisted autonomous English learning. The findings reveal that students frequently used several AI tools, such as ChatGPT, Canva AI, and Grammarly, to support autonomous learning, such as vocabulary development, grammar mastery, and speaking practice. However, limitations appeared, including imprecise outputs, lesser human interaction, potential overreliance on AI, and anxieties related to data privacy and limited consideration of AI instruments. These challenges highlight the need for reinforced digital literacy as well as clear guidance and instruction from the lecturer to preserve meaningful communication and appropriate use of AI tools. The study hints that while AI effectively enhances autonomous English learning, its implementation must be supervised by educators to ensure responsible usage, promote critical thinking, and preserve the human interaction aspects of language education.
Co-Authors Mafruudloh, Naajihah Rahmawati, Zurriat Nyndia Tasaufi, Bila Nastiti Zamzami, Muhammad Rizal Akbar