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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah PREMISE: Journal of English Education and Applied Linguistics English Education Journal
Ardiyanti, Lina
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Education Languange, Linguistic, Communication & Media Social Sciences

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The Function of Emotional Intelligence and Motivation to Improve the Speaking Skills of the Students ardiyanti, Lina; Mujiyanto, Januarius; Wahyuni, Sri
English Education Journal Vol. 13 No. 4 (2023): December 2023
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/4hnq0m74

Abstract

Student learning success can be seen from the learning results obtained after participating in the lesson. Several factors, including emotional intelligence and motivation, can influence learning outcomes. Students who have good emotional intelligence and motivation will influence the learning outcomes obtained. This research aims to determine the influence of emotional intelligence and motivation on the speaking skills results of class XI students at SMAN 3 Bojonegoro. This research uses a quantitative approach. The population in this study was class XI students at SMAN 3 Bojonegoro, totaling 126 students with a research sample of 96 students. The data analysis method for this research includes prerequisite analysis tests consisting of normality, linearity, multicollinearity and heteroscedasticity tests, as well as a final analysis consisting of simple correlation analysis and simple regression analysis. Speaking skills t-count > t-table (4.072 > 1.985), meaning H0 is rejected. The hypothesis test results on the influence of motivation on students' speaking results, t-count > t-table (3.420 > 1.985), means that H0 is rejected. The hypothesis test results on the influence of emotional intelligence and motivation on speaking skills together obtained Fcount > Ftable (10.929 > 3.094), meaning H0 was rejected. Hypothesis test results of the relationship between emotional intelligence and motivation r-count > r-table (0.436 > 0.190), meaning H0 is rejected. The findings of this research indicate that enhancing students' speaking skills necessitates emotional intelligence and motivation. These factors drive students to engage in learning and guide their learning activities, ultimately maximizing learning outcomes.
DIGITAL MEDIA INTEGRATION AND STUDENT ENGAGEMENT IN INDONESIAN EFL CLASSROOMS Ardiyanti, Lina; Rohmah, Ima Isnaini Taufiqur
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i2.16435

Abstract

Although digital media have been widely implemented in EFL learning, empirical evidence regarding their impact on students’ engagement across cognitive, emotional, and behavioral dimensions in Indonesian junior high school contexts remains limited. This study looks at how digital media are integrated into EFL classrooms and how it affects students' participation in an Indonesian junior high school. A mixed-method approach with an explanatory sequential design combined quantitative and qualitative data was used in the study. Participants were selected by purposive sampling. Data dikumpulkan melalui semi-structured interviews, observations di kelas, dan questionnaires. The quantitative data were analyzed using descriptive statistics, while the qualitative data were analyzed through reduction, display, and drawing conclusions. Among the three dimensions of engagement, the results showed that emotional engagement had the highest level, with a mean score of 3.87 on a five-point Likert scale. Engagement in behavioral and cognitive dimensions was the highest, followed by emotional engagement. Observational and interview data supported the findings. In summary, including digital media into EFL instruction effectively raises student involvement. According to this study, educators should make the most of digital media in order to develop more engaging and student-centered learning environments.
ChatGPT-Assisted EFL Learning and Student Engagement, Motivation, and Enjoyment: A Matched-Pair Cluster-Randomized Trial Ardiyanti, Lina; Prastiwi, Chyntia Heru Woro; Rohmah, Ima Isnaini Taufiqur; Irhadtanto, Boedy
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 3 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i3.30434

Abstract

Generative artificial intelligence is increasingly used in English as a Foreign Language (EFL) instruction, but evidence from classroom-randomized studies remains limited. This study evaluated an eight-week teacher-supervised ChatGPT-assisted EFL program using a matched-pair cluster-randomized controlled trial. Sixteen intact first-year undergraduate classes from two universities in East Java, Indonesia (N = 320) were paired by institution and instructor and randomized within pairs to ChatGPT-assisted instruction (8 classes; n = 160) or comparison instruction without generative AI (8 classes; n = 160). Engagement, self-determined learning motivation, and foreign-language enjoyment were assessed before and after the intervention. Primary analyses used ANCOVA adjusted for corresponding pre-test scores, English proficiency, and matched-pair fixed effects, with class-clustered finite-sample standard errors; exact randomization inference enumerated all 256 allocations permitted by the design. Adjusted mean differences favored ChatGPT-assisted learning for engagement (0.172, 95% CI [0.075, 0.269]), motivation (0.214, 95% CI [0.146, 0.281]), and enjoyment (0.218, 95% CI [0.109, 0.328]). Holm-adjusted exact p values were .047, .023, and .047, respectively. Structured ChatGPT use may enhance students’ affective and behavioral learning experiences when embedded in teacher-guided prompting, verification, and revision. These findings provide empirical support for the responsible integration of generative AI in EFL classrooms and highlight the importance of teacher mediation in ensuring meaningful, reflective, and pedagogically grounded AI-supported learning.
Co-Authors Boedy Irhadtanto, Boedy Chyntia Heru Woro Prastiwi Januarius Mujiyanto, Januarius Rohmah, Ima Isnaini Taufiqur Sri Wahyuni