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All Journal Intensive Journal Lexeme : Journal of Linguistics and Applied Linguistics Acitya Bhakti Foremost Journal JEELL (Journal of English Education, Linguistics and Literature)
Yani Octafia
Universitas Pamulang
Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Effectiveness of AI-Assisted Grammar Practice on EFL Students' Grammatical Skills Yani Octafia
Intensive Journal Vol 9 No 2 (2026): Emerging Perspectives in English Language Teaching
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v9i2.23230

Abstract

This study examined the effectiveness of AI-assisted grammar exercises in improving students' grammar skills in an EFL (English as a Foreign Language) context within the Form-Focused Instruction (FFI) framework. Ten tenth-grade students were assigned to two existing groups based on their classes, and the study used a quantitative quasi-experimental design, conducted at SMA in Tangerang. Five students were in the AI-assisted group (MIPA 1), while the other five students were in the worksheet-based group (IPS 1). After specific grammar instruction on basic tenses, such as the present simple, past simple, and future simple, both groups engaged in various practice exercises. Ten multiple-choice questions were administered as pre- and post-tests to evaluate students' progress. Based on the data, both groups showed noticeable improvement. The worksheet-based group's average score increased from 56 to 84 (a 28-point increase), while the AI-assisted group's score increased from 60 to 92 (a 32-point increase). These results indicate that both teaching approaches improve grammar competence; However, AI-assisted training resulted in slightly greater progress, possibly due to its interactive nature and instant feedback. This study demonstrates the potential of integrating AI technology into FFI principles to enhance grammar teaching in EFL classrooms.
Identity Crisis In The Whale Movie By Darren Aronofsky Muhammad Rangga Saputra; Yani Octafia
Foremost Journal Vol. 7 No. 2 (2026): Volume 7 No. 2
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v7i2.9218

Abstract

This research discusses the identity crisis experienced by the main character in the film “The Whale” (2022) directed by Darren Aronofsky. The purpose of this study is to identify how identity crisis is depicted through the psychological symptoms, behavioral manifestations, and the ways the main character confronts his identity conflict. This research applies a qualitative descriptive method and uses Erik Erikson’s theory of psychosocial development as the main theoretical framework. The data in this study are taken from scenes, dialogues, and actions of the main character in the film. The results of the analysis show that the main character experiences a severe identity crisis caused by unresolved emotional conflict and personal loss, which manifests psychologically through guilt, emotional instability, and low self-worth, and behaviorally through withdrawal, self-neglect, and self-destructive behavior. Furthermore, the study reveals that the main character attempts to face his identity crisis through emotional relationships, although these efforts remain incomplete. This research concludes that identity crisis is a central theme in The Whale and plays a significant role in shaping the character’s development and the overall narrative of the film.
Co-Authors Afrianti Wulandari Al Khansa Nova Misbahillah Anita Kusumawati Auliyah Pitri Dharmayanti Aji Safitri Dwi Rahayu Ismi Adinda Kamil Falahi Kiki Khaerunisa Linda Meylinda Mia Perlina Muhammad Rangga Saputra Noris, Shandi Rossy Halimatun Rosyidah Siti Latifatul Rosidah