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All Journal Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris JOLLT Journal of Languages and Language Teaching Journal of Modern Approaches to Communication, Humanities, and Academia
Hidayat Polim
Soka University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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 1 
A PREPARATION OF THE TEACHING PRACTICUM IN BATAM-INDONESIA Hidayat Polim
ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Vol 13, No 2 (2022): Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris, Desember 2
Publisher : English Department, University of Riau Kepulauan, Batam,Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/as.v13i2.3318

Abstract

This study gathered data from Pre-Service Teachers (PSTs) in preparation for teaching practicum at a university in Indonesia. The study utilized a qualitative approach to comprehend the current practices in preparing participants of the teaching practicum and identifying the essential aspects needed to be addressed by research participants (PSTs, Practicum Supervisors, and Classroom Supervisors). The study found several courses that have helped PSTs in scaffolding their journey toward their practicum, including curriculum and material development, micro-teaching, and practicum orientation. However, as PSTs conduct their practicum, the dynamic and challenges were inevitably evident throughout the journey. The skills and knowledge they have studied have not been able to be fully utilized in the teaching practicum. These are reflected in their responses related to their confidence handling classroom management, language skills, identifying their role as practicum teacher, and the effectiveness of the current practice of classroom observation. The study concludes the importance of adjusting and reflecting on relevant aspects and knowledge that need to be integrated into the preparation of the teaching practicum. A systematic and continual innovation will need to be the focus of stakeholders in the teacher education prior to the teaching practicum.
Task-Based Learning Reimagined: How Gemini AI Enhances EFL Students’ Speaking Fluency in Self-Directed Learning Anang Widodo; Vivianti Vivianti; Sayit Abdul Karim; Hidayat Polim
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18207

Abstract

In self-directed learning, EFL learners face persistent fluency challenges, particularly when access to native speakers or teachers is limited. Recent advancements in generative AI, such as Gemini AI, offer transformative potential by simulating human-like interactions and adapting to individual learner needs. This study investigates how Gemini AI uniquely facilitates speaking fluency through Task-Based Learning in self-directed learning and its impact on students’ speaking performance. This study involved 19 participants enrolled in an English Discussion class at the Universitas Teknologi Yogyakarta who engaged in a four-week intervention program. Utilizing a mixed-methods design, the study combined quantitative analysis of speaking fluency metrics with qualitative examination of student reflection reports. Participants completed weekly speaking tasks using Gemini AI as a conversational partner, documenting their experiences in a structured report. Quantitative results showed a 13% average improvement in speaking fluency, particularly in lexical diversity and reduced hesitation. Qualitative analysis revealed five key themes: increased confidence in spontaneous speech, appreciation for 24/7 accessible practice, effective feedback to improve students' speaking skills, enhancing vocabulary, and fostering a non-judgmental learning environment. The findings suggest that Gemini AI can effectively supplement classroom instruction for speaking skill development. However, the generalizability of findings is constrained by the small number of participants and the short intervention period. Future research should employ longitudinal designs with larger cohorts to substantiate the long-term efficacy of AI-assisted task-based language teaching. Subsequent studies should also systematically investigate strategies to mitigate Gemini shortcomings, including optimizing feedback relevance and turn-taking mechanics for educational dialogue.
AI Writing Assistants in English Language Learning: Evaluating Feedback Quality and Learner Autonomy Febri Dhany Triwibowo; Hidayat Polim
MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia Vol. 1 No. 2 (2025): MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/matcha.v1i2.195

Abstract

As artificial intelligence (AI) writing assistants become increasingly integrated into English language learning (ELL), their influence on feedback quality and learner autonomy warrants critical evaluation. This mixed-methods study investigates how AI-generated feedback compares to teacher feedback in terms of accuracy, clarity, usefulness, and its impact on learner autonomy. Forty university-level ELLs completed writing tasks using either AI tools or instructor input. Results showed that while AI feedback was effective for correcting surface-level errors, it lacked the pedagogical depth necessary to foster meaningful learning. Teacher feedback, by contrast, encouraged reflective revision, metacognitive engagement, and greater writing independence. Despite AI tools’ convenience and immediacy, learners often accepted suggestions passively, which hindered the development of critical evaluation skills and self-regulated learning. The study concludes that AI writing assistants can serve as useful supplements in writing instruction but should not replace human feedback. Instead, a hybrid model that combines technological efficiency with pedagogical insight may offer the most effective support for developing autonomous, reflective writers.
Co-Authors Anang Widodo Febri Dhany Triwibowo Sayit Abdul Karim Vivianti