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All Journal UTAMAX : Journal of Ultimate Research and Trends in Education Journal of Language and Literature Studies
Sahraeny, Sitti
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Education Languange, Linguistic, Communication & Media Other

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Unlocking the Path to Academic Excellence: Unraveling the Impact of 480 Class Hours in Improving Reading Ability for Lecturers Sadik, Andjarwati; Sahraeny, Sitti; Latief, Muhammad Ridha Anugrah
Utamax : Journal of Ultimate Research and Trends in Education Vol. 5 No. 2 (2023): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v5i2.10446

Abstract

This study seeks to explore the readers' ability experienced by adult learners who attended IELTS preparation courses at the Language Centre Hasanuddin University. It aims at measuring their progress through reading class. The respondents were 44 out of 50 lecturers from 18 different universities in the eastern part of Indonesia, both public and private, sponsored by the Directorate of Higher Education of the Republic of Indonesia. They attended 240 sessions which equaled 480 class hours for three months. The data were collected from the IELTS pre-test, progress-test, mid-test, and post-test. The progress test was given ten times during the preparation. By the end of the course, the participants sat for the real IELTS test administered by IALF Bali. They were also given a self-assessment questionnaire (20 questions) using a Likert scale ranging from "strongly agree to strongly disagree." Besides, the researchers also conducted direct observation as they were the teachers of Reading in their class. Based on the result of all instruments used in this research, the finding indicates that most of the respondents' reading ability is improving.
Integrating AI-Powered Reading Tools in ESP: Effects on Students’ Digital Reading Literacy and Critical Thinking Skills Sasabone, Luana; Taufiq, Anwar; Sendana, Aris Kaban; Rusliana, Rusliana; Sahraeny, Sitti
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.4900

Abstract

Digital reading literacy and critical thinking are essential in ESP learning because students are required to critically understand, evaluate, and interpret specific digital texts relevant to their academic and professional fields. This study aims to analyze the effect of the integration of AI-powered reading tools in learning English for Specific Purposes (ESP) on the ability of digital reading literacy and critical thinking skills of students. This research employed a quantitative methodology utilizing a quasi-experimental design with two groups: an experimental group of 30 students and a control group of 30 students in the accounting study program. The experimental group utilized that integrated AI-powered reading tools such as ChatGPT, Spreeder and Perplexity AI, whereas the control group employed traditional learning methods. The data was gathered using a pretest and posttest aimed at assessing students' digital reading and critical thinking abilities. Data analysis was performed utilizing SPSS Statistics 26, employing descriptive statistical methods, an independent samples t-test, and effect size (Cohen’s d). The findings indicated that both groups exhibited growth, although the experimental group showed a more pronounced increase compared to the control group. The independent sample t-test findings revealed a significant difference in posttest scores between the two groups (p < 0.05), indicating that AI-powered reading tools effectively enhance student learning outcomes, especially in critical thinking skills and digital reading literacy. Furthermore, the effect size research indicates that the implementation of AI technology significantly enhances student capabilities. This study concludes that using AI in ESP learning can effectively enhance students' digital reading proficiency and critical thinking abilities. The implications of this research indicate that the integration of AI in ESP learning can be an effective strategy to improve students' digital reading literacy and critical thinking skills.
Co-Authors Aris Kaban Sendana Latief, Muhammad Ridha Anugrah Rusliana Rusliana, Rusliana Sadik, Andjarwati Sasabone, Luana Taufiq, Anwar