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All Journal Jurnal Online Mahasiswa (JOM) Bidang Ilmu Sosial dan Ilmu Politik Indonesian Journal of Information System Jurnal Laut Khatulistiwa Jurnal Yuridis INTERACTION: Jurnal Pendidikan Bahasa Unri Conference Series: Community Engagement Jurnal Biosense ALACRITY : Journal Of Education Indo-MathEdu Intellectuals Journal Jurnal Risalah Kenotariatan ALSYS : Jurnal Keislaman dan Ilmu Pendidikan Altifani : Jurnal Pengabdian Masyarakat Ushuluddin, Adab, dan Dakwah JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Indonesian Journal of Law and Justice Journal of Language Education and Development (JLed) Journal of Tourism Sciences, Technology and Industry Science, Technology, and Communication Journal
RIDHO KURNIAWAN, RIDHO
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Journal : Journal of Language Education and Development (JLed)

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STUDENTS' PERCEPTIONS OF THE USE OF ARTIFICIAL INTELLIGENCE (AI) IN ENGLISH LANGUAGE LEARNING AT STIA LPPN PADANG Mandasari, Mellati; Evi Fussalam, Yahfenel; Kurniawan, Ridho
Journal Of Language Education and Development (JLed) Vol. 6 No. 2 (2024): Vol 6 No 2 (2024): Journal of Language Education and Development (JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v6i2.2335

Abstract

ABSTRACT This study aims to analyze students' perceptions of the use of Artificial Intelligence (AI) in English language learning at Sekolah Tinggi Ilmu Administrasi (STIA) Lppn Padang. In particular, it focuses on the application of ChatGPT, an AI-based chatbot developed by OpenAI, to assist students in improving their writing skills. Through surveys and interviews, data were collected from students to evaluate their experiences and perceptions of using ChatGPT. The findings reveal that while many students appreciate the support provided by AI in terms of ease of access to information, improved writing efficiency, and enhanced understanding, concerns remain regarding over-reliance on technology and potential impacts on independent learning. This research contributes to the broader discussion on integrating advanced technology into educational practices and its implications for future learning environments. Keywords: students' perceptions, Artificial Intelligence (AI), English language education
AN ANALYSIS OF SPEAKING LANGUAGE LEARNING STRATEGIES USED BY STUDENTS’ OF STKIP MUHAMMADIYAH MUARA BUNGO Kurniawan, Ridho; Fussalam, Yahfenel Evi
Journal Of Language Education and Development (JLed) Vol. 1 No. 1 (2018): Vol 1 No 1 November (2018): Journal of Language Education and Development (JLed
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v1i1.34

Abstract

This research focus on an investigation students’ speaking language learning strategies were used by the second semester students’ of English Department STKIP Muhammadiyah Muara Bungo (STKIP-MB). The researcher analyzed speaking learning strategies components based on the Oxford’s theories included direct strategies such as memory strategies, cognitive strategies, compensation strategies, and indirect strategies such as metacognitive strategies, affective strategies, and social strategies. The method of this research was descriptive quantitative. The data of this research were analyzed by using two methods of data analysis. Quantitative data analysis was used to examine and interpreted data from speaking test and questionnaire. The data taken from observation, field note and interview were analyzed by using qualitative data analysis. The finding shows that (1)There are many speaking learning strategies used by the students of English Department STKI-MB. The students who used memory strategies is 54.7%, the students who used cognitive strategies is 50.3 %, the students who used compensation strategies is 62.3%, the students which used metacognitive strategies is 42.0%, The students who used affective strategies is 39.3% and the last, the students who used social strategies is 51.8%. (2) The most frequently strategy that used by students was compensation strategy 62.3%. This study indicated that the speaking learning strategies are possible to affect the assessment score of the students’ speaking quality.
Using KAHOOT for interactive English Learning: A review of Current Literature kurniawan, ridho
Journal Of Language Education and Development (JLed) Vol. 2 No. 2 (2020): Vol 2 No 2 July (2020): Journal of Language Education and Development (JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v2i2.286

Abstract

Use of technology has become an important part of the learning process in and out of the classroom. Every language class usually uses some form of technology. Technology has been used to both help and improve language learning. Technology enables teachers to adapt classroom activities, thus enhancing the language learning process.Technology continues to grow its importance as a tool to help teachers facilitate language learning for theirlearners. It discussed different attitudes which support English language learners to increase their learning skills through using technologies. This can make students passionate about accepting the material delivered by educators so that the effectiveness of learning can be achieved. And can making Classroom fun and not boring when we use technology in study and activities in classroom and Kahoot is present as a learning application to foster motivation and enthusiasm for learners to create conducive classroom conditions for the achievement of the effectiveness of learning.Use of the Kahoot platform used was very suitable to be used in creating interactive and fun learning.
THE INVESTIGATING STUDENTS’ STRESS MODEL OF THE COGNITIVE LOAD IN UNDERGRADUATE ENGLISH THESIS WRITING: Menyelidiki Model Stres Mahasiswa terhadap Beban Kognitif dalam Penulisan Skripsi Bahasa Inggris Tingkat Sarjana Sunaryo, Dera Febriyanti Sunaryo; Trisnawati, Winda; Kurniawan, Ridho
Journal Of Language Education and Development (JLed) Vol. 7 No. 2 (2025): Vol 7 No 2 (2025): Journal of Language Education and Development (JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v7i2.3482

Abstract

This research title is The Investigating Students’ Stress Model of the Cognitive Load in Undergraduate English Thesis Writing. The purpose of this research is to explore how final-year students who write their English theses while working part-time experience stress in relation to intrinsic, extraneous, and germane cognitive loads, using three stress model approaches: stimulus, response, and transactional stress models.This research uses a qualitative method with a case study approach. The subjects of this study were four English Education students of Universitas Muhammadiyah Muara Bungo who work part-time. Data were obtained through in-depth interviews and analyzed thematically using Maxqda. The results showed that the students experienced stress related to three types of cognitive load: intrinsic cognitive load, such as difficulty understanding theory, limited vocabulary, sentence structure, and translation; extranouse cognitive load, such as confusing lecturer revisions, family pressure, workload, and limited resources; and germane load, which although stressful, encourages motivation, development of coping strategies, and deeper academic understanding. These three load are experienced through stimulus (external pressure), response (emotional and physical reactions), and transactional (individual judgment and adaptive strategies) stress models that vary from student to student.
AN ANALYSIS OF ENGLISH EDUCATION DEPARTMENT STUDENTS' ABILITY IN TOEFL READING COMPREHENSION Nuraini, Solpia; Trisnawati, Winda; Kurniawan, Ridho
Journal Of Language Education and Development (JLed) Vol. 5 No. 1 (2022): Journal of Language Education Development (JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v5i1.1416

Abstract

The TOEFL test is globally acknowledged as the foremost assessment tool for evaluating English proficiency levels (Warfield, 2013:133). This study explores the English department students' readiness for the TOEFL examination, with a specific focus on 4th-semester students enrolled in the TOEFL preparation class at STKIP MB. An observed issue pertains to reading comprehension difficulties encountered by students in this class. This difficulty primarily stems from the complexity and length of the texts, making it challenging to grasp the core ideas. Furthermore, students have been exposed to Academic Reading and Extensive Reading prior to the advanced Reading (TOEFL reading) section. This context demands specific skills such as extracting key ideas from passages, addressing direct and indirect questions, and enhancing vocabulary (Phillips, 2001). This research identifies a link between reading comprehension and reading techniques. Patel and Jain (2008:80) distinguish intensive, extensive, Aloud, and Silent reading techniques, with students struggling to maintain focus and comprehend texts effectively. Inefficient strategies often lead to time-consuming responses to reading comprehension questions. Another significant hurdle is that students tend to read passages word by word, hindering their ability to retain information. Harmar (2018:25) aptly notes, "Reading is an exercise dominated by the eyes and the brain," emphasizing that reading serves as a medium to obtain information and understand the meaning of text. However, the reality reveals a deficit in understanding words or sentences in English among some students, indicative of inadequate reading comprehension and limited vocabulary. This research also highlights the challenges faced by college students preparing for TOEFL, wherein tests exhibit varied formats, making them significantly different from typical assessments. The abundance of seemingly correct answer choices often perplexes students, leading to confusion and inconsistency in selecting the right answers. Furthermore, the students frequently grapple with tense usage and vocabulary limitations in the English language. Notably, reading comprehension consistently emerges as the lowest-scoring section in the TOEFL test. In conclusion, this study aims to address the reading comprehension difficulties encountered by STKIP MB 4th Semester Students in the TOEFL preparation class. By examining the correlation between reading techniques, comprehension strategies, and vocabulary enhancement, the research strives to provide effective solutions to improve TOEFL reading scores and overall English proficiency among students.
PERCEPTIONS OF ENGLISH EDUCATION STUDENTS TOWARDS COOPERATIVE LEARNING IN LEARNING ENGLISH AT MUHAMMADIYAH UNIVERSITY OF MUARA BUNGO Dhea Aura Cindyana; Kurniawan, Ridho; Habibah, Nur
Journal Of Language Education and Development (JLed) Vol. 8 No. 1 (2025): Vol 8 No 1(2025): Journal of Language Education and Development (JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Cooperative learning has become a key pedagogical approach in English education, with group discussion as its primary implementation. This study aims to explore English Education students' perceptions of cooperative learning through group discussion activities at Muhammadiyah University of Muara Bungo. Using a qualitative phenomenological approach, this study involved five students from different cohorts selected purposively. Data were collected through semi-structured interviews and analyzed using thematic analysis based on the five basic elements of cooperative learning theory. The findings indicate that students demonstrate high awareness of positive interdependence and individual accountability, recognizing the collective nature of success. They prefer small-group formats and value promotive interaction, especially the "learning by teaching" phenomenon. Students develop interpersonal and conflict-resolution skills, though communication skills still require improvement. Group processing emerges as the least systematically applied element. The study recommends implementing more structured group processing and systematic training in cooperative learning principles.
AN ANALYSIS OF SPEAKING LANGUAGE LEARNING STRATEGIES USED BY STUDENTS’ OF STKIP MUHAMMADIYAH MUARA BUNGO Kurniawan, Ridho; Fussalam, Yahfenel Evi
Journal Of Language Education and Development (JLed) Vol. 1 No. 1 (2018): Vol 1 No 1 November (2018): Journal of Language Education and Development (JLed
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v1i1.34

Abstract

This research focus on an investigation students’ speaking language learning strategies were used by the second semester students’ of English Department STKIP Muhammadiyah Muara Bungo (STKIP-MB). The researcher analyzed speaking learning strategies components based on the Oxford’s theories included direct strategies such as memory strategies, cognitive strategies, compensation strategies, and indirect strategies such as metacognitive strategies, affective strategies, and social strategies. The method of this research was descriptive quantitative. The data of this research were analyzed by using two methods of data analysis. Quantitative data analysis was used to examine and interpreted data from speaking test and questionnaire. The data taken from observation, field note and interview were analyzed by using qualitative data analysis. The finding shows that (1)There are many speaking learning strategies used by the students of English Department STKI-MB. The students who used memory strategies is 54.7%, the students who used cognitive strategies is 50.3 %, the students who used compensation strategies is 62.3%, the students which used metacognitive strategies is 42.0%, The students who used affective strategies is 39.3% and the last, the students who used social strategies is 51.8%. (2) The most frequently strategy that used by students was compensation strategy 62.3%. This study indicated that the speaking learning strategies are possible to affect the assessment score of the students’ speaking quality.
studi terbaru tentang film: LEARNING ENGLISH THROUGH WATCHING MOVIES Kurniawan, Ridho
Journal Of Language Education and Development (JLed) Vol. 1 No. 2 (2019): Vol 1 No 2 July (2019): Journal of Language Education and Development (JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v1i2.136

Abstract

Nowadays learning languages has become more important. Learning a new language not only develops individual intelligence, but also it gives learners, permission to enter and gets learners near to another culture and prepares them with the essential skills to succeed and change their behavior. There are many ways to increase our English skill, such as listening to the music, reading a lot, playing games, watching movies, writing story etc. One of that way is watching movies, watching movies not only to fill the spare time or get rid the boredom, but also can get some lesson especially English lesson. We can learn their pronunciation, spelling, grammar and also we can get many new vocabularies from the movies. Through movie the students will feel excited and did not get bored easily especially watch their favorite movies. This paper aims to propose the use of movies at high school by discussing relevant theories regardig the use of movies at senior high school for EFL learner.
Improving English Speaking Ability through Vlogging: an Innovative Breakthrough for Suburban Beginner Learners in English Community Muara Bungo kurniawan, ridho; Susanti, Susi
Journal Of Language Education and Development (JLed) Vol. 2 No. 1 (2019): Vol 2 No 1 November (2019): Journal of Language Education and Development (JLed
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v2i1.202

Abstract

Speaking skill has a very important role in this era to help students to communicate and to show their understanding in English. This speaking ability can help students to achieve higher academic goals or improve their soft skills to face the challenges in globalization. English Language Study Program of STKIP Muhammadiyah Muara Bungo tries to help the students to solve their Speaking problem by establishing a community which called the English Community. This study aimed to improve students’ speaking abilityin Muara Bungo through Vlogging. This model was chosen because they liked to play gadgets and were more interested in doing many activities with their gadgets. This research was classroom action research. The population in this study were all students who joined as members of the English community. The sample in this study was taken by using total sampling. This research was conducted in three cycles. The results of the first cycle shown that students started speaking by learning ways and techniques of using Vlogging. In the second cycle, students began to be interested in using Vlogging to learn speaking and began practicing speaking through Vlogging. In the third cycle, students were able to practice speaking in a fun way through Vlogging. Based onthe results of interviews with students, they stated that speaking through vlogging was fun, they could become millennial humans that could speak English. By learning to use Vlogging they get two things, namely the ability to speak English and the ability to use Vlogging. In conclusion, Vlogging could improve students' ability in Speaking.
TECHNOLOGY IN TEACHING SPEAKING SKILL: A REVIEW OF CURRENT LITERATURE Yahya, Yahfenel; Yusrizal, Yusrizal; Kurniawan, Ridho
Journal Of Language Education and Development (JLed) Vol. 2 No. 1 (2019): Vol 2 No 1 November (2019): Journal of Language Education and Development (JLed
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v2i1.204

Abstract

Speaking is one of the skills that have to be mastered by students in learning English. Speaking is an essential tool for communicating. In the classroom, improving the speaking abilities of students has always been a concern. In the fast developing 21st century various innovative technologies are being introduced to teach speaking skill in the classrooms. Technology is the vehicle to get access with this modernized world. More than the process of communication, trade and transactions, today technology is widely used in educational sectors. Technological tools have been regarded as ways of helping students improve language skills such as speaking skill. Internet, podcasts, video conferencing, videos and speech recognition software are considered the best tools for teaching speaking skill. This paper aims to discuss some modern technologies available for teachers of English today to enhance speaking skill of second or foreign language learners.
Co-Authors Adepio, M. Ilham ADLIN, ADLIN Andre Kurniawan Aprizan, Aprizan Astuti, Juli Dina As’ari, Hasyim Attamimi, Sinta Norjannah Azzahra, Najwa Shefa Balti, Levandra Dhea Aura Cindyana Edwin Pramana Efendi, Elus Syahputra Ellbas, Cenby Rosella Agustin Enjelika, Sonya Ermawati, Yuli Fitri Nurmasari Fuad Ardiyansyah Hakim, Abdi Handayani, Sri Herman Budianto Hermawati, Ruhd Janed Karisma husein, Habib Al Husein, Ikhsan Rahman Kurniawati, Rizka Kushadiwijayanto, Arie Antasari Lestari, renda Lestari, Renda M Said Hasibuan Mandasari, Mellati Mardyana, Inka Willy Maulana, Rabel Miftahul Jannah Mimi Rosadi MORI SAPUTRA, DEKA ISMI Muhammad Munawir Pohan Mukiyat, Chairul Mulkan Andika Situmorang Nasuka, Nurul Alfiyatun Nasution, Muhammad Bobbi Kurniawan Nur Habibah Nuraini, Solpia Oktavia, Diana Pasha, Kanaya Adila Pranada, Dian Ramadhani, Mastari Rico Risko, Risko Ritonga, Theresia Rosalina Sangkot Idris Ritonga Sari, Dwi Julica Septaria, Ema Simamora, Hana Angelina Simanjuntak, Martinus Alexander Sintia, Lili Siswahyudianto Siti Nurul Intan Sari D, Siti Nurul Sunaryo, Dera Febriyanti Sunaryo Susi Susanti Tri Saswandi, Tri Triwulandari, Triwulandari Urip Sulityo WINDA TRISNAWATI Wulansari, Rizky Ema Yahfenel Evi Fussalam Yufrizal Yufrizal, Yufrizal Yusrizal Yusrizal Zahra, Saniyatu Zulkarnain Zulkarnain Zulmi, Zulmi