Articles
<![CDATA[Exploring Speech-Recognition Technology on English Pronunciation Skills: A Qualitative Study in Eleventh Grade of SMAI Miftahul Ulum ]]>
<![CDATA[Moh. Hidayatulllah]]>;
<![CDATA[Zainuddin Zainuddin]]>;
<![CDATA[Beny Hamdani]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 12, No 1 (2025) ]]>
Publisher : <![CDATA[Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jo-elt.v12i1.15230
<![CDATA[This study explores the use of speech-recognition technology to improve English pronunciation among eleventh-grade students at Miftahul Ulum Islamic Senior High School. Using a qualitative case study approach, data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed five key findings: (1) improved segmental pronunciation accuracy, (2) increased student motivation and engagement, (3) challenges with accent recognition, (4) limited support for fluency and natural speech, and (5) a need for more personalized feedback. While the technology effectively corrected individual pronunciation errors and boosted learners’ confidence, its limitations in recognizing regional accents and supporting sentence-level fluency suggest the need for a more integrated instructional approach. The study recommends using speech-recognition tools as supplementary aids, combined with communicative activities such as group discussions or role-play. These findings offer important insights into technology-enhanced language learning in the Indonesian EFL context and highlight the need for more adaptive, linguistically inclusive speech-recognition systems.]]>
<![CDATA[Balancing Precision and Voice: A Qualitative Study of QuillBot’s Role in Enhancing EFL Students’ Writing Skills ]]>
<![CDATA[Maghfirah, Wildatul]]>;
<![CDATA[Zainuddin, Zainuddin]]>;
<![CDATA[Hamdani, Beny]]>
<![CDATA[ Tamaddun Life Vol 24 No 1 (2025): June ]]>
Publisher : <![CDATA[Fakultas Sastra - Universitas Muslim Indonesia ]]>
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DOI: 10.33096/tamaddun.v24i1.950
<![CDATA[This qualitative study investigates the role of the AI-powered writing assistant QuillBot in enhancing the writing skills of secondary-level English as a Foreign Language (EFL) students in Indonesia. Twenty participants engaged with QuillBot over an eight-week period during writing assignments. Data were collected through semi-structured interviews and analysis of pre- and post-intervention writing samples. The findings indicate that QuillBot contributed significantly to improvements in grammar, sentence structure, and vocabulary usage. Non-native English speakers, in particular, demonstrated notable gains in mechanical accuracy and lexical variety. However, the tool's limitations became apparent in areas requiring higher-order thinking, such as content development, coherence, and creativity. A subset of students expressed concern about over-reliance on the tool, reporting decreased confidence when writing independently and a perceived loss of personal voice in their work. Engagement was initially high but declined over time, suggesting the novelty of AI feedback may diminish without sustained pedagogical scaffolding. The study highlights the dual potential of AI writing tools to support surface-level writing improvements while risking dependence and reduced autonomy. Implications include the need for balanced instructional approaches that combine AI feedback with human guidance to preserve critical thinking and authorial identity. Recommendations for future research include longitudinal studies and hybrid models integrating teacher- and AI-mediated feedback.]]>
<![CDATA[The Effectiveness of Using Two Stay Two Stray to Improve Students’ Speaking Skills ]]>
<![CDATA[Mariska, Refi]]>;
<![CDATA[Ferdiyanto, Feri]]>;
<![CDATA[Hamdani, Beny]]>
<![CDATA[ Journal of English Language and Education Vol 10, No 3 (2025) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v10i3.914
<![CDATA[This study aims to investigate the effectiveness of the Two Stay Two Stray (TSTS) technique in improving students’ speaking skills at junior high school. The background of this research is based on the fact that speaking is often the most challenging aspect of English language learning, as students tend to fear making mistakes and lack self-confidence. This research employed a quantitative approach with a quasi-experimental design involving an experimental group and a control group. The instruments used were speaking tests, observation, and documentation. Data analysis using the t-test revealed a significant difference between students taught using the TSTS technique and those who were not. The findings indicate that the TSTS technique is effective in enhancing students' speaking skills, as it promotes active interaction, idea exchange, and increased confidence. The implications of this study suggest that teachers are encouraged to integrate the TSTS technique in speaking instruction to create a more communicative and participatory learning environment.]]>
<![CDATA[Integrating Artificial Intelligence in English Learning: Implementation of Duolingo Application to Improve English Skills ]]>
<![CDATA[Firdausia, Wardaniatul]]>;
<![CDATA[Zainuddin]]>;
<![CDATA[Hamdani, Beny]]>
<![CDATA[ Jurnal Kependidikan Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto ]]>
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DOI: 10.24090/jk.v13i1.13339
<![CDATA[This study aims to evaluate the effectiveness of using the artificial intelligence (AI)-based application Duolingo in improving the English language skills of grade X A students at Madrasah Aliyah Darut Tauhid. This study used a descriptive method involving 29 students as samples. Data were collected through interviews, observations, and questionnaires which were analyzed using descriptive analysis for qualitative data and simple statistical analysis for quantitative data. The results showed that the use of Duolingo significantly helped students improve their vocabulary and speaking skills, as revealed through interviews. Observations showed consistent usage patterns, with effective study duration several times a week. Analysis of questionnaire data revealed that students showed high enthusiasm, found the app effective, were motivated and engaged in learning. Nonetheless, students also identified advantages and disadvantages of the app, including limitations of features that do not fully support productive skills such as speaking. This research makes an important contribution to the literature related to AI-based learning and educational practice, by emphasizing the need for integration of apps like Duolingo into the curriculum to increase student motivation and engagement. However, this study has limitations in terms of population coverage, study duration, and perceptual measurement.]]>
<![CDATA[The Influence of Instagram Reels on English Vocabulary Acquisition among English Learners ]]>
<![CDATA[Hasani, Muhammad Miftah]]>;
<![CDATA[Zainuddin, Zainuddin]]>;
<![CDATA[Hamdani, Beny]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v7i1.11295
<![CDATA[As one of the most popular social media platforms in the world, Instagram has evolved into a language learning tool through innovative features such as Instagram Reels. This study looks at several factors, such as the frequency of Instagram usage, the type of content consumed, and the way students use Instagram Reels to improve their English vocabulary. This study used a qualitative method by collecting Data through questionnaires provided to ten students from the English Education Study Program of Zainul Hasan University Genggong. The results of the study showed that the attractive and contextualized format of Instagram Reels significantly improved vocabulary acquisition. Instagram can be an effective educational tool, but it requires a planned strategy to maximize its benefits for students.]]>
<![CDATA[I simply read the question first: A Narrative Inquiry into Pre-service English Teachers’ Strategies on IELTS reading comprehension ]]>
<![CDATA[Beny Hamdani]]>;
<![CDATA[Haida Umiera Hashim]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 8 No 2 (2025): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v8i2.4240
<![CDATA[A huge number of studies on reading strategies have been carried out in relation to reading proficiency levels. The conflicting findings and rarity of studies concerning the use of reading comprehension strategies in English testing become the impetus to conduct a further study on reading comprehension strategies issues. The recent research aims to delve into Indonesian pre-service English teachers' reading strategies and how these reading strategies enhance their reading comprehension on IELTS. This study employs a narrative study and uses in-depth semi-structured interviews to collect the data. There are six Indonesian pre-service English teachers involved as research participants, and they were periodically interviewed for adequate data regarding their reading comprehension strategies. The follow-up interview was performed throughout data collection until data saturation was achieved, and the data were then analyzed qualitatively by transcribing, coding, categorizing, and thematizing to find out the emerging themes concerning reading comprehension strategy. The results reveal that there are four themes, namely vocabulary mastery, activating background knowledge, test-taking strategies, and appropriate institutional policies. The results of this study can be used as a reference to foster reading comprehension on IELTS. Suggestion for further research is discussed at the end of this research.]]>
<![CDATA[The Impact of Artificial Intelligence (AI) in Teaching English in Higher Education: Challenges and Opportunities ]]>
<![CDATA[Zainuddin]]>;
<![CDATA[Hamdani, Beny]]>
<![CDATA[ Darussalam English Journal (DEJ) Vol. 5 No. 1 (2025): June 2025 ]]>
Publisher : <![CDATA[Universitas KH. Mukhtar Syafaat (UIMSYA) Blokagung Banyuwangi ]]>
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DOI: 10.30739/dej.v5i1.3775
<![CDATA[This research investigates the influence of artificial intelligence (AI) on English language instruction in higher education, exploring both its potential benefits and challenges. A mixed-method approach was utilized, integrating survey data with in-depth interviews. The questionnaire was distributed via Google Forms through WhatsApp groups and personal networks to English lecturers. The study involved 16 English lecturers from both public and private universities in East Java. Analyzing the survey responses and interview transcripts revealed that AI technology presents both opportunities and obstacles in English language education. AI has brought significant changes to English instruction at the university level, with lecturers employing various AI tools for tasks such as generating and responding to questions, assessing grammatical accuracy, detecting plagiarism, paraphrasing, and conducting literature reviews. This research also underscores AI’s benefits in language education, particularly in grammar correction and plagiarism detection. However, alongside its advantages, AI also introduces new challenges for the future of English teaching. The effective integration of AI necessitates strong digital literacy skills. As AI technology continues to develop, there is a possibility that certain aspects of English teaching may become automated. Consequently, English lecturers need to continuously refine their digital skills to maintain their relevance in the evolving educational landscape.]]>
<![CDATA[THE IMPACT OF AI CHATGPT APPLICATION ON ENGLISH STUDENT’S ACADEMIC WRITING PRODUCTIVITY AND QUALITY ]]>
<![CDATA[Sa'diyah, Siti Halimatus]]>;
<![CDATA[Zainuddin, Zainuddin]]>;
<![CDATA[Hamdani, Beny]]>
<![CDATA[ EDUPEDIA Vol. 9 No. 1 (2025): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Ponorogo ]]>
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DOI: 10.24269/ed.v9i1.3246
<![CDATA[This study aims to assess the impact of using ChatGPT on the productivity and quality of students' writing. This study used a mixed-methods qualitative and quantitative method involving 10 English study program students from three universities. Data were collected through writing assignments and questionnaires, and analyzed using descriptive statistical tests, paired sample T-tests, and Pearson Correlation. The results showed a significant increase in the number of words written and the efficiency of time spent on assignments after using ChatGPT. In addition, the use of ChatGPT was also associated with an increase in the quality of writing, especially in grammar and fluency. This study concluded that ChatGPT was effective in increasing the productivity, efficiency, and quality of students' writing, although it is necessary to be aware of the potential for dependency that can reduce the development of students' critical thinking skills.]]>
<![CDATA[Language, Meaning, and Pedagogy: An Analysis of Derivational and Compounding Morphology in Khalil Gibran’s Poetry ]]>
<![CDATA[Listyowati, Rini]]>;
<![CDATA[Daril Hanna, Ina]]>;
<![CDATA[Hamdani, Beny]]>;
<![CDATA[Haida Umiera Hashim]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v9i1.5323
<![CDATA[In the current research, complex relationship between meaning, language, and pedagogy was seen by examining derivational bound morphemes and compound words used in the poems of Khalil Gibran. Khalil Gibran's poetry uses linguistic frameworks with profound meaning and makes use of spirituality, love and values-oriented themes. The research will establish how the derivational bound morphemes and the compound words selected by Khalil Gibran can enhance the depth meanings of his poems and enhance his expression. Structural descriptive linguistics is the research approach employed in this work since it analyzes specific poems by Gibran, particularly the morphological processes of his poetical language. With the use of literary analysis and linguistic structure in data analysis, this research indicated that usage of compound words and derivational bound morphemes contributes to aesthetic effect and serves as a pedagogical tool for grasping intricate emotional and philosophical concepts. Morphological analysis may uncover additional inside meaning and assist in preserving more appreciation of Gibran's work as an artist. This research adds to advance knowledge of the connection between literature and language, for example, morphology constructs meaning in poetry. This research supports interdisciplinary practice that provides scope for linguistic analysis as augmented by literary interpretation thus enhancing the learning of poetry and language arts]]>
<![CDATA[Engaging Students’ Autonomous Learning across Vocational Secondary Schooling: Teachers’ Role and Challenge ]]>
<![CDATA[Beny Hamdani]]>;
<![CDATA[Raudhatul Islam]]>;
<![CDATA[Husnul Hotimah]]>
<![CDATA[ English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 1 No. 2 (2021): ETJaR Volume 1 Number 2 December 2021 ]]>
Publisher : <![CDATA[Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri ]]>
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DOI: 10.55148/etjar.v1i2.254
<![CDATA[In the industrial revolution 4.0., autonomous learning is considered as a desirable goal in English language teaching and learning in Indonesia. The movement towards learner-centered approaches has resulted in more emphasis on the benefits of learner autonomy in the success of English language teaching and learning. The research examines the capabilities of vocational secondary English teachers in Probolinggo, East java, Indonesia to engage students’ autonomous learning. The term capabilities refers to substantive freedom or opportunities that English teachers hold to do and to be a certain thing that they consider valuable. Data for the study were generated through interviews with twenty vocational secondary English teachers across remote area, urban area, Pesantren and state vocational secondary school. English Teachers were interviewed by autonomous learning issues based on their knowledge and understanding of these issues. Further, data were obtained from classroom observations and analysis of curriculum documents which include the national curriculum framework of Indonesia, English teachers’ syllabi and lesson plans. Data analysis is qualitative. The study revealed that vocational secondary English teachers in Probolinggo are still problematic and facing several challenging particularly in view of autonomous learning which was centered on traditional didactic and teacher-directed modes of delivery. This indicates that Indonesian vocational secondary English teachers in Probolinggo are not effectively engaged in autonomous learning in spite of their concerted efforts to do so.]]>
