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All Journal Jurnal Pendidikan Kewarganegaraan Undiksha JPK (Jurnal Pancasila dan Kewarganegaraan) Jurnal Bahtera - Jurnal Pendidikan Bahasa Sastra dan Budaya Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Kesehatan Poltekkes Kemenkes RI Pangkalpinang MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-ilmu Sosial Language and Education Journal English Education and Literature Journal (E-jou) INTERNATIONAL JOURNAL OF CULTURAL AND SOCIAL SCIENCE Journal Of Human And Education (JAHE) Gemakes: Jurnal Pengabdian Kepada Masyarakat REDUPLIKASI: Jurnal Penelitian Pendidikan Bahasa Indonesia Jurnal Pendidikan Geosfer Jurnal Ilmiah Multidisiplin Indonesia Riwayat: Educational Journal of History and Humanities Refleksi : Jurnal Penelitian Tindakan Journal of Innovative and Creativity E-CLUE Journal of English Culture, Language, Literature and Education Prosiding Seminar Nasional Indonesia
Ridayani, Ridayani
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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ARTIFICIAL INTELLIGENCE TECHNOLOGY AS A TREND IN THE UTILIZATION OF ENGLISH LANGUAGE LEARNING Ridayani, Ridayani
Prosiding Seminar Nasional Indonesia Vol. 1 No. 2 (2024): Prosiding Seminar Nasional Indonesia
Publisher : CV. Adiba Aisha Amira

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Abstract

The use of AI in language learning and shows the great potential of AI in the development of innovative and Creative learning methods. The purpose of this study is to determine the role of AI Technology as a trend in the utilization of English language learning. This research method is qualitative with descriptive analysis, namely the data used by skunder data, which is in the form of books and research research related to AI Technology as a Trend in the Utilization of English Language Learning and in this study seeks to focus on AI Technology Analysis as a Trend in the Utilization of English Language Learning. And this type of research is library research or literature review. Data collection techniques classify discourses, journals, articles, books and journals related to the title of the study, the results of this study are.
Integration of Digital Technology in Effective and Adaptive English Learning Ridayani, Ridayani; Sari, Fusvita
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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Advances in digital technology have driven substantial transformations in the implementation ofEnglish language learning, so that its integration is no longer limited to the use of media alone, butis also directed at achieving effective learning that is responsive to students' needs. This studybegins with the fact that educators' abilities in implementing digital technology still show variation,which ultimately affects the quality of the process and outcomes of English language learning.This study aims to examine patterns of digital technology integration in English language learningand evaluate the level of effectiveness and adaptability of its application in the learning context. Aqualitative approach was used in this study, with data collection techniques including in-depthinterviews, observations of learning activities, and documentation covering learning tools and theuse of digital media. The research findings reveal that the use of digital technology, such as onlinelearning platforms, language learning support applications, and interactive media, contributes toincreasing student participation, expanding the variety of learning strategies, and facilitating thedevelopment of language skills contextually. The adaptability aspect is evident in teachers' abilityto adjust the use of technology to student characteristics, learning objectives, and the dynamics ofthe learning situation. The discussion shows that the success of digital technology integration islargely determined by teachers' pedagogical competence and digital literacy, accompanied byadequate learning environmental support. This study concludes that the integration of digitaltechnology that is designed systematically and reflectively is able to create effective and adaptiveEnglish learning, and makes a real contribution to improving the quality of learning and students'readiness to face the demands of the digital era.
Understanding the Impact of Artificial Intelligence on Students’ Speaking Proficiency: A Lecturer's Perspective Bambang Purwanto, Muhammad; Prima, Anggra; Ridayani, Ridayani; Aisyah, Aisyah; Rozi, Fahrur
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.425

Abstract

The rapid integration of Artificial Intelligence (AI) in higher education has transformed English language teaching, particularly in developing students’ speaking proficiency. This study explores English lecturers’ perceptions of AI use in speaking instruction at STIAB Smaratungga Boyolali, a Buddhist higher education institution in Central Java, Indonesia. Employing a qualitative descriptive design with a phenomenological approach, five lecturers were purposively selected as participants. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using a thematic analysis approach. The findings reveal that lecturers generally hold positive perceptions of AI, recognizing its role in enhancing students’ confidence, fluency, and pronunciation, while emphasizing that AI functions as a supplementary tool rather than a replacement for teachers. Lecturers also identified challenges, including limited infrastructure, ethical concerns, and the need for digital literacy and pedagogical training. AI-assisted activities, such as self-practice, chatbot conversations, and project-based learning, were found to foster autonomous learning and active student engagement. This study contributes to the understanding of the pedagogical potential and limitations of AI in English-speaking instruction, offering insights for curriculum design, teacher development, and the responsible integration of technology in higher education.
Collaborative Learning and Its Effect on Critical Reading Development in EFL Classes Rizal, Awaludin; Ridayani, Ridayani; Ais, Amirudin; Hasyim, Irmawaty; Sudirman, Sahrun
Journal of English Culture, Language, Literature and Education Vol. 14 No. 1 (2026): E CLUE: Journal of English Culture Language Literature and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/0kxjem09

Abstract

This study investigates the impact of collaborative learning on the development of critical reading skills in English as a Foreign Language (EFL) class. Thirty-four students in the experimental group were engaged in collaborative learning activities, while thirty-four students in the control group received conventional instruction. Both groups completed pre-tests and post-tests assessing their critical reading abilities. The results demonstrated a significant improvement in the experimental group, with mean scores rising from 65.53 (SD = 5.91) in the pre-test to 89.00 (SD = 4.78) in the post-test. In contrast, the control group exhibited only a modest increase, from a pre-test mean of 64.71 (SD = 5.97) to a post-test mean of 68.62 (SD = 6.12). Statistical analyses, including independent and paired samples t-tests, confirmed that the improvement in the experimental group was significantly greater than in the control group (p < 0.001). These findings suggest that collaborative learning strategies are highly effective in enhancing critical reading skills among EFL learners. The study highlights the importance of interactive and student-centered approaches in language education to foster deeper comprehension and critical thinking in reading
Co-Authors Abdar, Yusrijal Abdul Azis Afriyani, Mice Putri Ais, Amirudin Aisyah Aisyah Ajam, Ali Alisda, Mela Ayunda, Khairani Bambang Purwanto, Muhammad Chairul Bariah Dadang Muhammad Hasyim Damayani, Ayi Diah Dessy Saputry EKA KURNIASARI Eka Safitri Yanti Evi Agustinasari Fahrur Rozi Ferri Hidayad, Ferri G. Gunawan Hasyim, Irmawaty Iwan Aprianto Iwan Fajri Karimah, Rohmatun Khairani Khairani Khoirotun Nisa, Amida Lasri Lisdwiana Kurniati, Lisdwiana Nathasya, Rindi Prima, Anggra Purwanto, M Bambang Purwanto, Muhammad Bambang Ria Gustina Rizal Fahmi Rizal, Awaludin Rohmah Tussolekha Ruslan Ruslan Rusli Yusuf Sahmadan, Safrudin Sari, Fusvita Sautunnida, Lia Sudirman, Sahrun Sulaminingsih, Sulaminingsih Utami, Anta Rini Zahara, Amelia