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All Journal EduPsyCouns: Journal of Education, Psychology and Counseling Unram Journal of Community Service (UJCS) International Journal of Sustainable Applied Sciences (IJSAS) INTERACTION: Jurnal Pendidikan Bahasa Edumaspul: Jurnal Pendidikan
Syamsu T
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Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Effectiveness of AI Chatbot-Based English Learning Methods in Improving Students’ Speaking Skills Fatmawati; Syamsu T; Nurul Faradillah; Andi Sadapotto; Sam Hermansyah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5675

Abstract

This mixed-methods study examined the effectiveness of AI chatbot-based English learning methods, specifically using TalkPal AI, in improving eleventh-grade students’ speaking skills at SMAN 11 Sidrap, Indonesia. A quasi-experimental nonequivalent control group design was employed for the quantitative phase, while semi-structured interviews provided qualitative insights into students’ perceptions. The experimental group (n = 18 for post-test) engaged in interactive speaking practice with TalkPal AI, while the control group (n = 14) received conventional teacher-centered instruction. Data were collected through pre- and post-speaking tests assessed using Brown’s (2004) rubric across five components fluency, accuracy, pronunciation, vocabulary, and coherence and interviews with ten purposively selected students from the experimental group. Quantitative analysis revealed that the experimental group achieved a significantly higher post-test mean score (M = 23.17) compared to the control group (M = 12.57). The Mann-Whitney U test confirmed a statistically significant difference between groups (p < 0.001), indicating the effectiveness of the AI chatbot intervention. Qualitative findings showed overwhelmingly positive perceptions: students reported increased confidence, motivation, fluency, pronunciation, and reduced speaking anxiety, attributing these gains to the chatbot’s interactive, non-judgmental, and flexible learning environment. Minor challenges included unstable internet connections and initial familiarity with the application. The results demonstrate that AI chatbot-based methods, such as TalkPal AI, constitute an effective and innovative approach for enhancing EFL learners’ speaking proficiency in secondary education contexts. Pedagogical implications for technology-integrated language teaching and recommendations for future research are discussed.
Development of a Google Sites-Based Literacy Movement Program in Elementary Schools Isuharni Binte Idris; Muhammad Hanafi; Aswadi; Syamsu T; Jumiati
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5720

Abstract

This study developed and evaluated the effectiveness of a Google Sites-based School Literacy Movement (GLS) program to improve reading comprehension skills among fifth-grade students at UPT SD Negeri 1 Rijang Panua, Indonesia. The research was driven by the moderate literacy achievement of 55.33% reported in the 2024 Education Report, stemming from suboptimal GLS implementation that emphasized routine reading without structured comprehension assessment and relied on conventional, less engaging media. Employing a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the study produced “SIBACA SITES” (Smart Reading System Based on Google Sites), an interactive web-based platform integrating contextual reading texts, multimedia resources, comprehension exercises, and interactive features. Expert validation by material, media, instructional design, and language specialists yielded very high feasibility scores (89%, 91%, 92%, and 91%, respectively), placing the product in the “very feasible” category. Limited trials (n=10) resulted in an average N-gain score of 0.60 (moderate effectiveness), while extensive trials (n=25) demonstrated more substantial gains: 16 students in the moderate category and 9 in the high category, with no students in the low category. Questionnaire responses from students and teachers indicated highly positive perceptions regarding attractiveness, usability, and learning benefits. The findings confirm that the Google Sites-based GLS program is valid, practical, and effective in enhancing reading comprehension. Theoretically, it strengthens digital literacy, multimodal literacy, and constructivist learning principles. Practically, it offers an innovative, technology-integrated model for implementing the School Literacy Movement in elementary schools, supporting 21st-century competencies.
Co-Authors Andi Sadapotto Aswadi Benny Putra Buhari Buhari Ernawati Fatmawati Fatmawati Ghina Salsabila Wahab Hamka, Nurhikmah Ilhamuddin Ilhamuddin Isuharni Binte Idris Isumarni Jihan Nurfadillah Jumiati Lababa Lababa Lababa Manda, Ibrahim Muh. Riswan Muhammad Hanafi Nur Sadriana Syahrir Nurul Fadhilah Suardi Nurul Faradillah Ramli, Rusdi Rezki Utami Muslimin Riska Dwi Apriyani Sam Hermansyah Syahrir L Syamsunir Winda Pratiwi, Khaeruninisa