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All Journal International Journal of English Linguistics, Literature, and Education (IJELLE) International Journal of Educational Review, Law And Social Sciences (IJERLAS) International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET)
Helmiyadi
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Artificial Intelligence (AI) in Enhancing Spoken English Proficiency: A Systematic Literature Review Mardhiah, Ainol; Diana Purwati; Lathifatuddini; Hayatul Muna; Helmiyadi
International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 6 No. 2 (2024): December
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijelle.v6i2.5980

Abstract

This systematic review explores the integration of Artificial Intelligence (AI) tools in teaching spoken English to EFL learners, with an emphasis on intelligent tutoring systems, speech recognition applications, and technologies providing adaptive feedback. A comprehensive search of academic databases, primarily Google Scholar, initially identified 17,200 articles on AI in English learning. By applying Boolean techniques, this number was narrowed down to 45 articles specifically addressing AI tools for spoken English learning in Indonesia. After applying inclusion and exclusion criteria, 14 articles published in national and international journals, were chosen for further review. A qualitative analysis of these studies revealed key themes such as the benefits of AI tools in enhancing students’ spoken English proficiency and challenges in implementation. The review highlights emerging trends, identifies research gaps, and offers recommendations for optimizing AI-driven approaches in EFL contexts. The findings emphasize AI's potential to enhance spoken English proficiency while also underscoring areas that require further attention to optimize their application. Effective strategies for integrating AI tools with instructional practices should be examined in future research to optimize learner engagement and enhance spoken English proficiency.
THE EFFICACY OF CHATGPT IN ENHANCING WRITING PROFICIENCY AMONG UNIVERSITY STUDENTS Mawardi; Ibnu Hajar; Jumaida Fajar Nassriati; T. Muntazar; Helmiyadi
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 5 (2025): APRIL
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v4i10.1081

Abstract

This study examines the efficacy of ChatGPT as an AI-assisted learning tool to improve undergraduate English department students' academic writing skills at Bumi Persada University in Indonesia. Twelve participants participated in the study, which used a mixed-methods research methodology. Lexical complexity, grammatical precision, and textual coherence are three important aspects of writing proficiency that were quantitatively measured using a pre-test and post-test paradigm. A deeper understanding of the student experience was made possible by qualitative data collected via semi-structured interviews and comprehensive questionnaires. The results show that there were notable benefits to including ChatGPT in the writing process. Notably, students' writing quality significantly improved, they became more motivated and involved in writing assignments, and they became more capable of learning on their own. However, the study also discovered a significant challenge: an overreliance on AI-generated ideas, which may impede the development of autonomous critical thinking and unique composition skills. The study finds that, while ChatGPT is a beneficial additional tool for second language writing pedagogy, its adoption necessitates careful instructional design to reduce the hazards of dependency and maximize the advantages for long-term skill acquisition.
THE USE OF CONTEXTUAL TEACHING & LEARNING METHOD IN WRITING DRAMA SCRIPT Widia Tamara; Rifki; Helmiyadi
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 3 No. 2 (2023): March
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v3i2.2516

Abstract

This research aims to improve the skill of writing drama scripts among tenth-grade students of SMA Negeri 1 Lhokseumawe through the Contextual Teaching and Learning (CTL) method. This research is a classroom action research conducted in 2 cycles. The subjects of the research are students and the Indonesian language teacher of eighth grade at SMA Negeri 1 Lhokseumawe. Data sources include: learning events, informants, and documents. Data collection techniques used are observation, interviews, tests, and document analysis. Data validity testing uses triangulation techniques for methods and data sources. Data analysis techniques use comparative descriptive and critical analysis techniques. The use of the Contextual Teaching and Learning method has been proven to improve students' skills in writing drama scripts. The results are: 1) the use of the Contextual Teaching and Learning method can improve the quality of the drama script writing learning process, and 2) the use of the Contextual Teaching and Learning method can improve students' skills in writing drama scripts. This can be seen from the increase in students' interest, learning attitudes, and the results of their drama script writing skills.
Co-Authors Ainol Mardhiah Diana Purwati Ibnu Hajar Jumaida Fajar Nassriati Lathifatuddini Mawardi Muna, Hayatul Rifki T. Muntazar Widia Tamara