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Improving Students’ Reading Rate and Comprehension by using Timed Repeated Readings Dodi Settiawan
Journal of English and Arabic Language Teaching Vol 4, No 2 (2013): J/E/A/L/T
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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This study was carried out in a classroom action research design. It explored whether timed repeated readings could improve reading rate and comprehension. It examined the reading rate and comprehension at which the students of the Language Center achieved through timed repeated readings and also explained the factors that influence the changes of their reading rate and comprehension. Overall, the results showed that reading rate and comprehension could be improvedby using timed repeated readings and some factors that affected the improvements were identified.

Integrating Technology into Extensive Reading Activities for University Students Dodi Settiawan
Journal of English and Arabic Language Teaching Vol 3, No 1 (2012): J/E/A/L/T
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Extensive reading can be the best way for the students to develop their language competencies. However, most of them do not read in English extensively. They do not read English books, magazines, and other materials once they leave the classroom. The unavailable of reading materials written in English that well within their linguistic competence and low motivation to read impede them to read extensively. That means the instructors have to introduce suitable reading materials to them, motivate and support them to read extensively, and monitor and evaluate their extensive reading activities in order to help themread in English and enjoy it. This article presents an alternative way to the teaching EFL reading that can help university students being readers of English.

EFL Students’ Perception on Online Peer Feedback in Improving Their Academic English Writing Ability Dodi Settiawan
English Instruction Vol. 5 No. 1 (2021): English Instruction
Publisher : Nalar Global

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The study aims to examine the perception of university students on the implementation of online peer feedback and to explore their patterns of interaction on online peer feedback in academic English writing. The study employed the embedded model of a mixed-methods research of which a qualitative strand was embedded in a quantitative analysis to reinforce the research design. The findings reported that the mean scores of the students’ perception on online peer feedback were positive after the implementation of online peer feedback training. The findings of written-reflections can be classified in four emerged themes. The themes include the writing and online peer-feedback process, developed their affective strategy, raised their critical thinking abilities, and their beliefs and changes for writing ability improvement. The findings of the study corresponded to each research question. Therefore, online peer feedback should be taken into consideration in academic writing class.

Students’ Communication Strategies in Performing Transactional Task through CLIL Approach Dodi Settiawan
Nalar: Journal of Pedagogy and Society Vol. 4 No. 1 (2021): Nalar: Journal of Pedagogy and Society
Publisher : Nalar Global Foundation

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At higher education level, student achievement is highly dependent on their ability to master scientific content through English as the language of instruction. As a result of this paradigm, content and language integrated learning (CLIL) is implemented. In addition to the four language skills, CLIL also emphasizes mastery of content which is also a pillar of communicative competence. Thus, students’ transactional competence needs to be developed as an extension of interactional competence. The research described in this article was carried out to better understand communicative competence by testing transactional competence through the linkage of content mastery and the use of communication strategies in the form of task-based communication. By implementing the CLIL approach, this study explains how task-based content and language teaching can be used in explicit instruction during the development of student communication strategies. The research focused on communication strategies such as asking for clarification, imitation, checking understanding and maintenance strategies such as giving confirmation. The results show that empowering students to be able to maintain communication plays the most significant role in improving task-based learning outcomes. The tests showed that the communication strategies used by the students resulted in a significant improvement in their test scores and willingness to perform transactional tasks. The explicit instruction regarding the use of communication strategies in performing transactional tasks also indicates that opportunities for further research and application exist in the specific contexts of other faculties using content and language integrated learning where transactional competencies are critical for their students' future work.

Bridging Technology and Pedagogy: The Impact of AI-Generated Word Cards on Students’ Reading Comprehension Ruslina, Isma; Settiawan, Dodi
Journal of English and Arabic Language Teaching Vol 15, No 2 (2024): J/E/A/L/T (December)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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This study investigates the effectiveness of AI-generated word cards as an instructional tool to improve reading comprehension among ninth-grade EFL students in Indonesia. Employing a quasi-experimental design, the research involved 68 participants divided into an experimental group, which received instruction using AI-generated word cards, and a control group, which followed traditional teaching methods. The word cards were designed to align with the school curriculum, incorporating vocabulary and phrases relevant to the students' learning objectives. Data was collected through pre-test and post-test assessments and analyzed using the Independent Samples t-test to determine the intervention's statistical significance. The results revealed a substantial improvement in the experimental group's reading comprehension scores compared to the control group, with the effect size indicating a significant impact. The findings highlight the potential of AI-driven tools to enhance vocabulary acquisition and comprehension skills, addressing gaps in traditional instruction. This study contributes to the growing body of evidence supporting the integration of AI in EFL pedagogy, offering innovative strategies to bridge technology and education effectively.

LEVERAGING CHATGPT IN EFL WRITING ASSESSMENT: A SYSTEMATIC LITERATURE REVIEW Settiawan, Dodi
Journal of English and Arabic Language Teaching Vol 16, No 1 (2025): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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This systematic literature review investigates the role and effectiveness of ChatGPT in assessing English as a Foreign Language (EFL) learners’ writing performance. Guided by the PRISMA 2020 framework, 26 peer-reviewed empirical and conceptual studies published between 2022 and 2025 were analyzed. The findings reveal that ChatGPT has been leveraged across multiple assessment functions, including automated writing evaluation, corrective feedback, peer review simulation, rubric-based scoring, and prewriting support. ChatGPT demonstrates significant promise in formative assessment contexts, offering feedback comparable in quantity and breadth to human teachers, particularly on surface-level writing features such as grammar, organization, and vocabulary. However, its performance in summative assessment remains limited due to inconsistencies with human judgment and difficulties in evaluating higher-order writing skills, such as argumentation and style. Furthermore, while ChatGPT fosters learner engagement and confidence, concerns persist regarding equity, fairness, and the authenticity of feedback for diverse learner populations. The study underscores the need for rubric standardization, pedagogical integration, and longitudinal research to ensure ethical and effective implementation. Ultimately, ChatGPT is most impactful when used to complement, rather than replace, human expertise in writing assessment.

Exploring English Teachers’ Pedagogical Strategy in Implementing Merdeka Curriculum Hazlinda, Nur; Settiawan, Dodi
Journal of English and Arabic Language Teaching Vol 15, No 1 (2024): J/E/A/L/T (June)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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The primary focus of this research was to explore the pedagogical strategies of English teachers in implementing the Kurikulum Merdeka at MTsN 3 Pekanbaru. A qualitative research methodology was employed to examine these strategies. Data was collected through interviews and observations. The subjects of this study were the English teachers at the school, with two teachers selected through purposive sampling. Despite various challenges, the teachers utilized several pedagogical strategies, including discovery learning, technology integration, project-based learning, and differentiated instruction.

Exploring Information Communication and Technology (ICT) Integration in English for Foreign Learners (EFL) Classroom : A Case Study at Senior High School in Kuantan Mudik Regency Herman, Nur Ingsira Fitrah; Settiawan, Dodi; Bukhori, Bukhori
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 5: Agustus 2025
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i5.10394

This research investigates the implementation of Information and Communication Technology (ICT) in English as a Foreign Language (EFL) classrooms through the lens of the TPACK framework. Data collection methods included analysis of lesson plans, classroom observations, and interviews with both teachers and students from two senior high schools. The findings indicate that although teachers were aware of curriculum objectives and expressed intentions to integrate ICT, its actual use was limited and inconsistent. Most applications were confined to simple PowerPoint presentations, lacking multimedia elements and interactivity. Instruction largely remained teacher-centered, with minimal student participation and limited use of collaborative or digital learning resources. Viewed through the TPACK perspective, teachers demonstrated strong content knowledge (CK) and some pedagogical knowledge (PK), but their technological knowledge (TK) was insufficient. Their integration of technology with content (TCK) and pedagogy (TPK) was shallow, and comprehensive TPACK implementation was absent. This aligns with existing literature, which often notes the difficulty educators face in effectively merging all three knowledge domains. Contributing obstacles included inadequate infrastructure, unstable internet connections, low digital confidence among teachers, and classroom management challenges when students used personal devices issues that are commonly cited in ICT integration research. Despite these challenges, both educators and learners acknowledged the potential of ICT to enhance learning by making lessons more engaging and understandable through visual and audio aids. In summary, technology use must go beyond presence it needs to be thoughtfully embedded into teaching strategies and subject content. This reinforces the core principle of TPACK: that impactful, technology-supported instruction requires a balanced integration of technological, pedagogical, and content knowledge.

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