Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal JELL (Journal of English Language Learning English Education: English Journal for Teaching and Learning
Muhammad Subhan Fikri
Universitas Palangka Raya
Humanities Education Languange, Linguistic, Communication & Media

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Teaching Strategy in English Speaking Class Tiarannisa Putri Lestari; Julianthi Zefana Silitonga; Ayonia Jelita Boru Sinaga; Erma Sujiyani; Muhammad Subhan Fikri
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.16046

Abstract

This study aimed to explore the lecturer’s teaching strategies in the speaking class at Universitas Palangka Raya. This study used a qualitative research design. The participant in this study was one of the lecturers who taught in the Intermediate English-Speaking Class during the 2nd semester. The instruments used were a field note and an interview guide. The study found that the lecturer employed various strategies to teach speaking skills, depending on the topic of the day. The lecturer employed seven strategies throughout the class activity. In the opening, the lecturer would use icebreakers as a warm-up. In the core activity, the lecturer would employ techniques such as brainstorming, drilling, pair work, role-playing, and group work. At the end of the class, the lecturer would play a game named “Exit Ticket”. This study is recommended for lecturers or teachers as a reference for teaching speaking skills.
Investigating the Use of English Writing Assistant Applications by English Language Education Students Lenny Romarta; Akhmad Fauzan; Muhammad Subhan Fikri
English Education : English Journal for Teaching and Learning Vol 14, No 1 (2026): VOLUME 14 NO 01 JUNE 2026
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v14i1.20048

Abstract

The increasing use of artificial intelligence (AI)-based writing assistance applications has the potential to transform how students approach the academic writing process, particularly in the context of English language learning. Although most previous research has focused on the effectiveness of this technology in improving writing skills in general, studies that explore students’ direct experiences using this technology—specifically within the context of local higher education—remain limited. Therefore, this study aims to explore how English language education students utilize writing assistance applications to support the academic writing process and to understand the implications for their thinking processes, independent learning, and ethical boundaries in academic writing. This study employs a qualitative approach using a case study method involving ten English education students at Palangka Raya University. Data were collected through semi-structured interviews and analysed using thematic analysis. The results indicate that students actively use various writing assistance applications such as ChatGPT, Grammarly, QuillBot, and Google Translate at various stages of the writing process, particularly for brainstorming ideas, checking grammar, paraphrasing, and revising academic writing. This study also shows that the use of the app has a positive impact on improving students’ writing quality, time efficiency, self-confidence, and academic performance. However, this study also highlights challenges, including the potential for dependency, limitations in the quality of results, and concerns regarding critical thinking and academic ethics.
Co-Authors Akhmad Fauzan Ayonia Jelita Boru Sinaga Erma Sujiyani Julianthi Zefana Silitonga Lenny Romarta Tiarannisa Putri Lestari