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All Journal Jurnal Profesi Kependidikan ELT Worldwide: Journal of English Language Teaching Script Journal: Journal of Linguistic and English Teaching ELS Journal On Interdisciplinary Studies in Humanities EduLine: Journal of Education and Learning Innovation LETS: Journal of Linguistics and English Teaching Studies Seminar Nasional Pengabdian Kepada Masyarakat JTechLP JoEELE Tamaddun PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Proceeding of Undergraduate Conference on Literature, Linguistic, and Cultural Studies GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Foreign Language Instruction Probe International Journal of Language, Education, and Literature (IJLEL) Axiology
Amra Ariyani
Fakultas Bahasa Dan Sastra, Universitas Negeri Makassar
Religion Humanities Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Senior High School Students’ Perceptions of Using Perplexity AI in English Learning Sitti Aminah; Chairil Anwar Korompot; Amra Ariyani
Journal of Excellence in English Language Education Vol 5, No 4, October (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v5i4, October.89947

Abstract

Artificial intelligence (AI) has increasingly been integrated into English language learning by providing students with immediate access to information, explanations, and various learning resources. Among the emerging AI-powered applications, Perplexity AI has attracted attention for its ability to provide accurate responses accompanied by reference sources, making it a potential tool for supporting English language learning. This study aimed to explore how senior high school students use Perplexity AI in English learning and to investigate their perceptions of its use as a learning support tool. This study employed a descriptive qualitative design involving ten eleventh-grade students from Class XI IPA 1 at MAN 4 Bone, Indonesia, who had experience using Perplexity AI in English learning. The participants were selected purposively, and the data were collected through semi-structured interviews. The data were analyzed using the qualitative data analysis model proposed by Miles et al. (2014). The findings revealed that students primarily used Perplexity AI to understand grammar, translate unfamiliar vocabulary, complete English assignments, and search for additional learning resources. Students generally perceived Perplexity AI as a useful, practical, and accessible learning tool because it provided quick explanations, relevant references, and supported independent learning. However, participants also identified several limitations, including overly general responses, occasional inconsistencies with textbooks or teachers' explanations, and the need to verify AI-generated information using other reliable learning resources. The study concludes that Perplexity AI has considerable potential as a supplementary resource for English language learning when used critically, responsibly, and in conjunction with guidance from teachers and other credible learning resources.
The Use of Peer-Dialogue to Improve Students’ Speaking Skills in EFL Class Muh. Abi Alwi; Amra Ariyani; La Sunra
Journal of Excellence in English Language Education Vol 5, No 4, October (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v5i4, October.89953

Abstract

This study aimed to determine whether the use of peer dialogue improves students' speaking skills in the EFL class. The study employed a pre-experimental research design using a one-group pre-test and post-test design. The research was conducted with seventh-grade students at SMP Negeri 1 Polongbangkeng Utara, involving 32 students as the research sample. The instrument used in this study was a speaking test, which assessed students' speaking skills based on three aspects: fluency, pronunciation, and interactive communication. The collected data were analyzed using descriptive statistics and inferential statistics through a paired-samples t-test. The findings revealed that the students' mean score increased from 50.62 in the pre-test to 58.02 in the post-test. Furthermore, the paired samples t-test showed that the significance value (Sig. 2-tailed) was less than 0.001, indicating a statistically significant difference between the pre-test and post-test scores. Therefore, the null hypothesis (H₀) was rejected, and the alternative hypothesis (H₁) was accepted. It can be concluded that the use of peer dialogue statistically improved the speaking skills of seventh-grade students in the EFL class at SMP Negeri 1 Polongbangkeng Utara.
The Factors that Influence the Development of English Students’ Analytical Skills through Peer Assessment Nur Zakiyah Amir; La Sunra; Amra Ariyani
ELT Worldwide: Journal of English Language Teaching Vol 13, No 2 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i2.89148

Abstract

The development of students’ analytical skills has become an important goal in English language learning, particularly through learning activities that encourage active engagement and higher-order thinking. Although peer assessment has been widely recognized as an effective formative assessment strategy, research exploring factors that influence the development of students’ analytical skills during peer assessment in English classrooms is still very limited. Therefore, this research aims to identify factors that influence the development of students’ analytical skills through peer assessment. This research used a descriptive qualitative design involving nine tenth-grade students at SMA Negeri 2 Makassar, Indonesia, who were purposively selected based on three levels of analytical ability improvement: high, middle, and low. Data were collected through semi-structured interviews and analyzed using data reduction, data display, and conclusion drawing and verification. The findings revealed nine factors that influence the development of students' analytical skills: reading strategy, text structure awareness, evidence evaluation, vocabulary knowledge, transitional signals, language use, self-confidence, learning motivation, and objectivity concerns. These factors were further categorized into three broader dimensions: personal competence, linguistic, and psychological factors. The findings indicate that the effectiveness of peer assessment in developing analytical skills depends not only on the assessment activity itself, but also on students’ competency, language proficiency, and psychological readiness. These findings provide practical implications for English teachers in designing peer assessment activities that better support students’ analytical development through appropriate competency, linguistic, and psychological support.
Co-Authors A. Muliati A. Muliati Abduh, Amirullah Ahmad Syaifullah Andi Raihanah Fatihah Akbarullah Puli Andi Suci Ramadhani Anjeli Rahmadani Annisa Ramadhani Ardianto Ardianto Ardin Saputra Arya Priyangga Sumardi Asriati Asriati Asriati Asrul Ns Avrillia Amanda Baso Jabu, Baso Darliati Darliati Emelia Mustika Efendi Faras Dwi Larasanti Fathur Rahman Harun Fatimah Hidayahni Amin Geminastiti Sakkir Haryanto Atmowardoyo Hasriani G Hudzaifa Afifah Hamka Iskandar Iskandar ita Purnama Sari Julianti Sapta Nadilla Kisman Salija, Kisman Korompot, Chairil Anwar Kurniah Kurniah La Sunra Maemuna Muhayyang Mardiyanah Nasta Maulidyani AM Mega Syafitri Muh. Abi Alwi Muh. Mushaddiq A Muhammad Agus Muljanto Muhammad Arham Muhammad Aswad Muhammad Shiddiq Muhammad Tahir Munir Munir Munir Murni Mahmud Nadya Fany Nanda Triana Nur Aeni Nur Ainun Rahmat Nur Fadillah Nurchalis Nur Zakiyah Amir Nurdin Noni Nurnadiefa Nurnadiefa Nurshafika Nurul Asma Rahmad Risan Rahmat Hidayat Rahmat Naofal Nasir Resky Affat Rezky Ahmad Wirayuda Rini Anggriani Ririn Febrianti Sahril Nur Seny Luhriyani Sunusi Sitti Aminah Sri Ayu Handayani Suci Amaliah Suci Shalsabila Syamsiarna Nappu, Syamsiarna Syarifuddin Dollah Thahirah Thahirah Titin Andryana B Winda Sudirman Zulfa Zahra Khaerunnisa