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All Journal JOLLT Journal of Languages and Language Teaching PESHUM
Leona Patria Devi
Universitas Negeri Yogyakarta
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Video Strategy as Scaffolding to Foster Students’ Grammar Proficiency and Writing Skills in EFL Learning Leona Patria Devi; M. Zaenal Abidin; Yuyun Yulia; Roi Boy Jon; Soni Ariawan; Rangga Alif Faresta; Siti Hanum Afuwani
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10351

Abstract

Despite its significance particularly when it comes to writing competence, numerous studies have revealed that grammar is still considered complicated to grasp and used by students. The purpose of this study was to determine how video-based instruction affects students' understanding of grammar in writing assignments. This sequential explanatory mixed-method study aimed to investigate how students' grammatical skills especially in degree of comparison might be improved. Quantitative evaluations such as creating written test materials for the students and qualitative interviews with both teachers and students were employed. The findings showed that students' comprehension of grammatical rules for statistical tests had improved. Descriptive data evidenced that the students were clearly excited, enthralled, and actively involved with the tactics; served as a scaffold to lower obstacles; enhanced language learners' understanding; and increased students' vocabulary. Both quantitative and qualitative approaches evidenced the significance of implementing English videos to promote students’ grammatical competence in writing skills. The study's implications and suggestions are discussed.
Investigating the Impact of AI Tools on English Mastery at SMP Muhammadiyah Tanjungpinang Risgar Friassantano; Nanda Kristia Santoso; Marina Lidya; Leona Patria Devi
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 4: Juni 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i4.16994

Abstract

The integration of Artificial Intelligence (AI) in education has significantly transformed English language learning by offering more flexible, accessible, and personalized learning experiences. However, the increasing use of AI tools also raises concerns regarding students’ critical thinking and learning autonomy. This study aims to investigate the impact of AI on English language learning at SMP Muhammadiyah Tanjungpinang, explore teachers’ perspectives, and examine the roles of teachers and parents in guiding AI use. This research employs a qualitative-dominant mixed methods design, involving three English teachers and thirty students from grades 7, 8, and 9. Data were collected through semi-structured interviews, questionnaires, and observation, and analyzed using thematic analysis and descriptive statistics. The findings reveal that while AI enhances learning efficiency and provides immediate support for language tasks, students tend to rely on it primarily for completing assignments without critical evaluation. This reliance may reduce cognitive engagement and hinder the development of independent learning skills. Teachers acknowledge the benefits of AI but express concerns about students’ overdependence and highlight the need for professional training. Additionally, parental awareness of AI remains limited, affecting effective supervision at home. The study concludes that AI should be positioned as a complementary learning tool, supported by active guidance from teachers and parents to foster critical, ethical, and reflective learning practices.
Co-Authors M. Zaenal Abidin Marina Lidya Nanda Kristia Santoso Rangga Alif Faresta Risgar Friassantano Roi Boy Jon Siti Hanum Afuwani Soni Ariawan Yuyun Yulia