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All Journal ENCOUNTER Celt: A Journal of Culture, English Language Teaching & Literature EDULITE: Journal of English Education, Literature and Culture Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran ETERNAL: English Teaching Journal JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Community Empowerment Jurnal Pendidikan COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Jurnal Nasional Holistic Science Edusia: Jurnal Ilmiah Pendidikan Asia NUSRA: Jurnal Penelitian dan Ilmu Pendidikan New Language Dimensions Journal Of Human And Education (JAHE) LINGUAMEDIA Journal ALLURE JOURNAL Innovative: Journal Of Social Science Research Applied Research in English Education GSE-journal JGEN : Jurnal Pengabdian Kepada Masyarakat PRIMER: Jurnal Ilmiah Multidisiplin ETERNAL: English Teaching Journal
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Journal : Applied Research in English Education

 1 
SLA DEVELOPMENT ON CHILD'S PRAGMATICS DEVICES THROUGH MOM THEO’S TIKTOK Susanto, Dias Andris
Applied Research on English Education (AREE) Vol 3, No 1 (2025): January 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/aree.3.1.2025.48-63

Abstract

This study aims to explore the development of pragmatic language in young children exposed to digital content, particularly through the TikTok platform. The primary focus of this research is on children who are bilingual in Indonesian and English, and how they adjust their language use in different social contexts. This study employs a qualitative approach with a descriptive design, involving the observation of TikTok videos and document analysis of verbal interactions on the platform. The two TikTok channels studied are Omar & Mom Official and Mom Theo, where both children, Omar and Theo, engage in bilingual communication in the context of language learning through social media. The results show that these children begin to understand and adjust their language use depending on the audience and communication situation. Their pragmatic language use demonstrates the development of the ability to adapt to broader social contexts. The exposure to digital content, which is mostly monologic, also limits their social interaction, reducing opportunities to practice pragmatic language in more dynamic contexts. Furthermore, the role of the family environment in language learning is crucial, with parents actively engaged in daily communication and supporting their children's language development. This research provides insights into how social media can influence the development of children's pragmatic language, highlighting the importance of balancing digital interactions with real-life social experiences.
IMPACTING ARTIFICIAL INTELLIGENT CHATBOT IN FLIPPED CLASSROOM TO ENHANCE STUDENTS’ SPEAKING COMPETENCE Setyoningrum, Tri Yuli; Susanto, Dias Andris; Setiaji, Arso
Applied Research on English Education (AREE) Vol 3, No 1 (2025): January 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/aree.3.1.2025.8-25

Abstract

Traditional teaching methods have changed in recent years due to the integration of technology into education. The use of artificial intelligence (AI) in education has received the greatest attention. The flipped classroom concept is one area where AI has demonstrated promise. However, one challenge teacher’s face in language learning contexts is providing opportunities for          students to practice speaking skills effectively. The purpose of this study is to examine how AI Chatbots in flipped classrooms can enhance students' speaking competence. This study employed a mixed method research design. Students were split into two groups: the experimental group received instruction via an AI Chatbot before speaking class, and the control group received instruction using a conventional approach. A pre-test and a post-test were administered preceding to and following treatment, separately. Five participants were interviewed and a questionnaire was distributed to all participants in order to measure students' perceptions. The study's findings showed that teaching speaking through AI Chatbots in flipped classrooms was more effective than the conventional approach. Pupils who received instruction from an AI Chatbot in a flipped classroom were much more likely to pass KKM. The benefits of deploying AI Chatbots in flipped classrooms are also evident from students' questionnaire responses, which show that students enhanced their vocabulary, pronunciation and gained confidence. Briefly stated, AI Chatbots in flipped classroom can be utilized as a substitute for traditional classroom instruction in speaking, and they have been shown to boost students' confidence in addition to their speaking competence.
Co-Authors A.B. Prabowo K.A. Adeoye, Moses Adeleke Adi, A. B. Prabowo Kusuma Aini, Esti Nurul Ajeng Setyorini Akromah, Mufidatul Aldizeeri , Maram Miftah Andi Priyolistiyanto Arso Setyaji Azizah, Siti Nor Budiono, Agustinus Dheny Djoko Sri Bimo Faiza Hawa Fitra Pinandhita, Fitra Fitri Yulianti Ika Menarianti, Ika Istiyaningsih, Rumiyatun Jafar Sodiq, Jafar Jumilati, Siti K.A, A.B. Prabowo Khalifasati, Aulinadia Listyaning Sumardiyani Maemunah, Rizki Muniroh Munawar NUR CHOLIFAH Rahayu, Dwi Budi Rahmawati Sukmaningrum Riswalastika, Erva Sahalluddin, Muhammad Sakdidah, Siti Septiana, Avin Nuzula Setiaji, Arso Setyaningrum, Tutut Setyoningrum, Tri Yuli Setyoningsih Setyoningsih Sholihah, Nurul Fatimatus Suwarti, T. Sri Syukron, Ahmad Adi Tonapa, Yeftha Desma Wahyu Wulandari Wardhani, Ryda Kusuma Wijayanti, Tri Dwi Winanta, Alin Anastasya Wiyaka