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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature English Language in Focus (ELIF)
Ismalianing Eviyuliwati
Universitas Islam Negeri Syarif Hidayatullah Jakarta
Education Languange, Linguistic, Communication & Media

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The Effectiveness of Morphological Analysis Technique in Teaching Vocabulary Ismalianing Eviyuliwati; Dillan Kibar Dzikrika; Bahrul Hasibuan
English Language in Focus (ELIF) Vol. 1 No. 1 (2018): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.1.1.9-22

Abstract

The purpose of the study was to investigate the effectiveness of Morphological Analysis technique in teaching vocabulary at SMPN 13 Kota Tangerang Selatan, Banten. The design of the study was quasi-experimental. The samples were 76 students of the 8th grade who were taken randomly using purposive random sampling. The samples were classified into two groups: 39 students in the experimental group and 37 in the control one. The data collected through a pretest and a posttest which had been proved valid and reliable by ANATES. In between, the teaching of 20 prefixes and 20 suffixes were done in both groups but with a higher frequency of occurrence in the experimental class. The finding showed that the experimental group got a higher mean score than the control one, and the statistical calculation found that there was a significant difference between the mean scores of the two groups. It indicated that the morphological analysis technique is effective to teach vocabulary to the 8th-grade students of SMPN 13 Kota Tangerang Selatan, Banten.
The Effect of AI-Assisted Preparation on Students' Speaking Performance in Monologue Report Text Tasks Fadliyah Uzma; Meidy Kautsar Arriv; Gelar Dwirahayu; Ismalianing Eviyuliwati; Alek
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.11455

Abstract

Although artificial intelligence (AI) is increasingly used in EFL speaking instruction, little is known about its role as a pre-speaking preparation tool for genre-based monologue tasks. This study investigates the effect of AI-assisted speaking preparation on the monologue speaking performance of 9th-grade students in the context of English as a Foreign Language (EFL). Employing a mixed methods design, this study integrated a pre-experimental one-group pre-test–post-test design with qualitative content analysis of student prompts used during AI-assisted preparation. A total of 20 students from a Madrasah Tsanawiyah in Bekasi participated as the single group. Quantitative data were collected through pre-test and post-test assessments of monologue speaking performance in an animal-themed report text task. Quantitative results indicated a statistically significant improvement in speaking scores (t = -9.790, df = 19, p < .001), with an overall mean N-Gain of 0.25, categorized as low. Qualitative analysis of the prompts of three students suggested that more specific and strategic prompts were associated with greater speaking improvement, although this pattern is illustrative and needs confirmation in larger samples. Because the study used a one-group design without a control group, the results indicate that speaking scores improved after AI-assisted preparation, not that AI alone caused the improvement. The findings suggest that how students interact with AI may matter as much as having access to it, and that explicit instruction in prompt formulation may be needed.
Co-Authors Alek Bahrul Hasibuan Dillan Kibar Dzikrika Fadliyah Uzma Gelar Dwirahayu Meidy Kautsar Arriv