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All Journal International Journal of Evaluation and Research in Education (IJERE) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL TARBIYAH VISION IKRA-ITH ABDIMAS BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Scope: Journal of English Language Teaching FOSTER: Journal of English Language Teaching Indo-MathEdu Intellectuals Journal Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat NUSANTARA: Jurnal Pengabdian Kepada Masyarakat Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Frasa: English Education and Literature Journal Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat Jurnal Pembelajaran Bahasa dan Sastra Academia Open Jurnal Pendidikan dan Keguruan
Armin, Diah Safithri
Universitas Islam Negeri Sumatera Utara Medan
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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The Use of Hume AI in Speaking Assessments: Teachers’ Perceptions in Senior High School Contexts Nisa Fahria Nasution; Diah Safithri Armin
FOSTER: Journal of English Language Teaching Vol. 6 No. 3 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i3.256

Abstract

This research aims to investigate the perception of teachers about the use of Hume AI for assessing students’ speaking skills in senior high school. English teachers (n=4) from public senior high schools in North Sumatra participated in this study. This research employed a descriptive qualitative method with semi-structured interviews and field note observations. The data was examined by using thematic analysis. The result indicated that Hume AI has a positive impact on students’ enthusiasm and interest. However, several challenges hinder the optimal use of Hume AI in speaking assessments, particularly in spontaneous speaking, including their low motivation to learn English due to socio-economic factors, and insufficient access to technological infrastructure within schools. Despite these obstacles, teachers acknowledged the potential of Hume AI to enhance speaking assessment and recommended its integration as both a learning and assessment tool. These findings offer insightful information for teachers, policymakers, and AI developers looking to implement AI-based tools in language learning and assessment practices.
ANALYZING HEARING-IMPAIRED STUDENTS' EXPERIENCES WITH INTERACTIVE AUDIO-VISUAL VIDEOS IN ENHANCING LISTENING COMPREHENSION Rina Zakiah; Safithri Armin, Diah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59012

Abstract

Hearing-impaired students often encounter challenges in listening comprehension due to limited access to auditory information. Interactive audio-visual learning videos have the potential to support language learning by integrating visual and textual representations that facilitate comprehension. This study aimed to explore the experiences of hearing-impaired students in using interactive audio-visual learning videos to enhance listening comprehension. This study employed a qualitative case study approach involving two eighth-grade hearing-impaired students from a public special school in Medan, Indonesia. The participants were selected through purposive sampling. Data were collected through classroom observations, structured interviews, and documentation, and were analyzed using thematic analysis. The findings revealed three major themes: increased engagement and motivation, the important role of visual supports in facilitating comprehension, and challenges related to accessibility and information presentation. The participants reported that pictures, written text, and contextual visual information helped them understand English learning materials more effectively, while fast-paced content and hearing limitations remained challenges during the learning process. The findings provide insights into how interactive audio-visual learning videos support English listening instruction for hearing-impaired students and may inform teachers in designing more accessible and inclusive learning environments.
Co-Authors Abdul Mulia Hasibuan Agung Arif Hakim Batubara Agung Arif Hakim Batubara Ahmad Ridho Khuailid Al Ansari, Ramadhan Alfay, M Gibran Alvindi, Alvindi Amelia Faddya Wildhani Anggun Siska Pratiwi Annisa Nur Azizah Anshori, Syafikri Rizki Asti Ananta Azizi Fauziah, Husnul Bambang Widi Pratolo Candradewi Wahyu Anggraeni Dermilan Siregar Harahap, Lena Marliana Hasibuan, Abdul Mulia Hasibuan, Padli Ilmi Hilda Yuni Nasution Lubis, Andini M Gibran Alfay Madila Rinardi Melani Muhammad Akbar Rizky Nazry Nasyifa Nina Nur Rizki Sitanggang Nisa Fahria Nasution Nur Ain Nun Padli Ilmi Hasibuan Purnomo, Maslathif Dwi Putri, Feby Aulia Raihani Ramadhan Al Ansari Rina Zakiah Rofiqoh Rofiqoh Sahmiral Amri Rajagukguk Sahmiral Amri Rajagukguk Sefia Alia Riska Sipayung Shabrina, Sarah Sihotang, Zahira Shofa Siregar, Ayu Meita Puteri Tiara Fadiyah Rambe Ummi Azhany Husna Nasution Veriyansah Yessy Agustia Lestari Zahira Shofa Sihotang