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All Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Getsempena English Education Journal
Fajri Habibi
STKIP Kumala Lampung
Education Languange, Linguistic, Communication & Media

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THE EFFECT OF FLASH CARD AND PICTURE STORY IN VOCABULARY TO THE SEVENTH GRADER Khoirul Hidayat; Fajri Habibi
Getsempena English Education Journal Vol. 5 No. 1 (2018)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (392.227 KB) | DOI: 10.46244/geej.v5i1.762

Abstract

Based on the content standard, junior high school students are hoped to master vocabulary about 1000 words, and in this case, flash card with picture story is two of media that can be used to transfer vocabulary material for the students.The objective of this research is to find the significant differences of using flash card with picture story in vocabulary, and to find which medium is more effective to use as media in vocabulary. This research was true experiment design. Pre test and post test were use to collect the data. Study problems; (1) are there any significant differences between flash card with picture story in vocabulary mastery for the seventh grade students?, (2) which one is more effective media in vocabulary learning process, is it flash card or picture story?. As a source of data, the researcher utilized flash card with picture story to teach vocabulary for the students. The media help students to learn vocabulary easier and more interesting to understand the subject, so their vocabulary would increase.The result of the research, it was found the mean score of picture story in pre test is 53,86, in treatment is 81, and in post test 85,33. Meanwhile the mean score of the flash card media in pre test 59,33, in treatment is 73,5, and in post test is 80,66. It means that the student’s vocabulary has increased, and significant difference of using picture story and flash card in vocabulary, and picture story was more effective to use.
EXPLORING RURAL STUDENTS’ ACCEPTANCE OF AI FOR ENGLISH SPEAKING: UNCOVERING PRIVACY AS A SUPPORTING FACTOR Fajri Habibi; Rendy Yudha Pratama; Soviatun Khovivah
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.23309

Abstract

This study explores rural students’ acceptance of Stimuler, an AI-based mobile application designed to support English language speaking skills. Using a mixed-methods approach grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT) and psychological constructs, the study involved 29 students from a rural junior high school. Quantitative data were collected through Likert-scale questionnaires, while open-ended responses provided qualitative insights. Results indicate that students hold generally positive perceptions toward the application, particularly regarding performance expectancy, ease of use, and its potential to enhance speaking proficiency. However, challenges such as inconsistent internet access and limited teacher engagement with digital tools were identified.A notable secondary finding of the study is the role of privacy in influencing students’ comfort with AI-based assessments. Although not a primary focus, privacy emerged as a significant supporting factor contributing to student confidence and engagement. Students expressed that feeling secure about their personal data positively affected their willingness to participate in speaking activities. This aligns with prior studies emphasizing privacy's role in trust and learner well-being. The study highlights the importance of addressing both technological and psychological dimensions when implementing AI in under-resourced educational contexts.
Co-Authors Khoirul Hidayat Rendy Yudha Pratama Soviatun Khovivah