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All Journal Journal of English and Arabic Language Teaching English Instruction Nalar: Journal of Pedagogy and Society IJLHE: International Journal of Language, Humanities, and Education J-CEKI
Dodi Settiawan
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : Journal of English and Arabic Language Teaching

 1 
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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Abstract

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.
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. 
Co-Authors Bukhori, Bukhori Hazlinda, Nur Herman, Nur Ingsira Fitrah Muhammad Fauzan Ansyari Rahman, Indri Hidayaturrahmi Ruslina, Isma