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All Journal Abjadia, International Journal of Education EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Al Ishlah Jurnal Pendidikan Journal of English Teaching, Applied Linguistics and Literatures (JETALL) JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Journal on Education Edulangue ACITYA Journal of Teaching & Education SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Getsempena English Education Journal Jurnal Pesut : Pengabdian untuk Kesejahteraan Umat Borneo Educational Journal (Borju) JEELS (Journal of English Education and Linguistics Studies) JELL (Journal of English Language Learning Inkubis: Jurnal Ekonomi dan Bisnis INTERACTION: Jurnal Pendidikan Bahasa Curricula: Journal of Curriculum Development
Abdul Halim
Universitas Muhammadiyah Kalimantan Timur
Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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CHATGPT AS A TOOL FOR EFL LEARNING: ITS IMPACT ON MOTIVATION AND ENGAGEMENT Ragiel Nandasyah; Sunarti Sunarti; Abdul Halim
Getsempena English Education Journal Vol. 12 No. 2 (2025)
Publisher : Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v12i2.3337

Abstract

This study focuses on the impact of ChatGPT, an artificial intelligence-based language model, on students’ motivation and engagement in learning English as a Foreign Language (EFL). The research employs both qualitative and quantitative research methodologies, combining data collected through questionnaires and semi-structured interviewing. The sample included 133 EFL students from Universitas Muhammadiyah Kalimantan Timur, with additional narratives gathered from three selected participants. Quantitative findings reflected high levels of motivation (M = 23.89) and engagement (M = 22.88), with a strong positive correlation (r = .767, p < .01) between the two variables. Motivation was significantly higher than engagement based on the Mann-Whitney test. The qualitative findings reveal the uses of ChatGPT by the students as grammar correction, translation, and writing, which improved their confidence and learning interest. In contrast, some of the students expressed dependence on the tool and encountered issues of incorrect generation and lack of access in the free version. Despite all this, the participants expressed the need of using ChatGPT as a support tool rather than a replacement for independent learning. This study aims to address gaps in prior studies that examined ChatGPT’s benefits but rarely compared students’ motivational and engagement levels using both quantitative and qualitative lenses, this research offers a more comprehensive analysis of how learners experience AI-assisted language learning. The study concludes that ChatGPT can be an effective tool when used strategically. It offers practical implications for integrating AI in language education and encourages the development of digital literacy and critical thinking among learners.
The impact of culturally responsive materials on student motivation and language learning outcomes Wulan Desi Safitri; Abdul Halim; Ibrahim Ibrahim
Curricula: Journal of Curriculum Development Vol. 4 No. 2 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.86915

Abstract

English plays a vital role in education, communication, and career opportunities, particularly in countries like Indonesia, where it is taught as a foreign language (EFL). However, many students struggle with motivation and achieving effective learning outcomes. This study investigates the impact of Culturally Responsive Materials (CRM) on student motivation and English learning outcomes among EFL learners. CRM is designed to reflect students’ cultural backgrounds, making learning more meaningful and engaging. The study addresses the need for inclusive teaching approaches and fills gaps in previous research that focused more on teaching strategies than on materials. Using a quasi-experimental method, 60 students from SMA Negeri 2 Loa Kulu were randomly assigned to either a control or experimental group. The control group used conventional materials, while the experimental group was taught using CRM. Motivation was measured with a customized questionnaire, and learning outcomes were assessed through quizzes. The findings revealed that students taught with CRM showed significantly higher motivation (p = 0.034) and improved learning outcomes (p = 0.005) compared to those in the control group. These results suggest that culturally relevant content not only enhances academic performance but also fosters emotional engagement and motivation in EFL contexts.   Abstrak Bahasa Inggris memiliki peran penting dalam pendidikan, komunikasi, dan karier, terutama di Indonesia di mana bahasa ini diajarkan sebagai bahasa asing (EFL). Namun, banyak siswa yang mengalami kesulitan dalam menjaga motivasi dan meraih hasil belajar yang optimal. Penelitian ini mengkaji pengaruh Materi Responsif Budaya (CRM) terhadap motivasi belajar dan hasil belajar bahasa Inggris pada siswa EFL. CRM dirancang untuk mencerminkan latar belakang budaya siswa, sehingga pembelajaran menjadi lebih relevan dan menarik. Penelitian ini menggunakan metode kuasi-eksperimental dengan melibatkan 60 siswa dari SMA Negeri 2 Loa Kulu yang dibagi menjadi kelompok kontrol dan eksperimen. Kelompok kontrol menggunakan materi konvensional, sedangkan kelompok eksperimen diajarkan dengan CRM. Motivasi diukur menggunakan kuesioner, dan hasil belajar dievaluasi melalui kuis. Hasil penelitian menunjukkan bahwa siswa yang diajar dengan CRM memiliki motivasi belajar yang lebih tinggi (p = 0,034) dan hasil belajar yang lebih baik (p = 0,005) dibandingkan kelompok kontrol. Temuan ini menunjukkan bahwa materi yang relevan secara budaya tidak hanya meningkatkan kinerja akademik, tetapi juga mendorong keterlibatan emosional dan motivasi siswa dalam pembelajaran bahasa Inggris. Kata Kunci: EFL; hasil belajar; motivasi; pendidikan inklusif; pengajaran responsif budaya
Co-Authors Ade Ismail Ramadhan Hamid Azhar Aziz Lubis Dewi Wardah Mazidatur Rohmah Dzul Rachman, Dzul Ibrahim Ibrahim Ibrahim Ibrahim Ibrahim Indah Cahyani Khusnul Khatimah Kusumawati, Yulia Tri Latipah, Asslia Johar Lia Rahmayana milarizka Muhammad Hikmal Abrar Muhammad Yusuf Mustofa Mustofa Nopriansah Nopriansah Rafly Artamy Putra Ragiel Nandasyah Rani Herning Puspita Shabrina Nur Fadillah Sofia Ulfa Eka Hadiyanti, Sofia Ulfa Eka Sukma Septian Nasution Sunarti Tariza Dwi Silvania Tiara Ramadana Wiza Ananda Wulan Desi Safitri Yeni Rahmawati Yeni Rahmawati Yih-Sheue Lin