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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Pirman Ginting
Pendidikan Bahasa Inggris, Universitas Muhammadiyah Sumatera Utara, Medan
Languange, Linguistic, Communication & Media

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Transforming English Language Teaching Through AI: Evaluation of the Strategies and Potential of Artificial Intelligence Applications in EFL Silvi Fitria Daulay; Pirman Ginting
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4907

Abstract

Artificial Intelligence has the capacity to transform multiple sectors, such as English Language Teaching (ELT). In recent years, academics and educators have focused on incorporating artificial Intelligence in English Language Teaching to assess its advantages and effectiveness. This study will investigate the methodologies employed in English Language Teaching (ELT) and the potential use of Artificial Intelligence on students. 30 English teachers participated in this study as responders, utilizing Artificial Intelligence, such as ChatGPT. The research design employed both quantitative and qualitative methods. Quantitative data was collected via surveys and evaluated using descriptive statistics. Qualitative data was collected through in-depth interviews and processed using thematic analysis. The findings of this study demonstrate substantial outcomes in responses collected via questionnaires and interviews. Educators concur that ChatGPT has a beneficial impact on enhancing students' English proficiency. Using ChatGPT necessitates teacher assistance. This is intended to prevent the inappropriate usage of ChatGPT for unrelated topics. Thus, it is necessary to employ suitable strategies when incorporating AI into language instruction. This research exclusively focuses on using ChatGPT with teachers, excluding students' perspectives.
Exploring EFL Students Cognition and Practices in Applying English Speaking Through the Use of AI (Artificial Intelligence) Namira Fasya Khailifa; Pirman Ginting
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4908

Abstract

AI (Artificial intelligence) is a design of technology that has been significantly useful for human in all aspects, particularly in education. In education systems, AI has become essential in providing the needs of students especially in english speaking skills. The development of AI (Artificial Intelligence) technology has enhanced the cognition and practices of EFL students in applying english speaking skills. This current study attempts to unleash the extent to which the speaking skills obtained by the EFL students with the use of AI. 15 EFL students in SMA N 10 Medan participated in this study. The research design employed mix method included qualitative and quantitative method. Pre-test and post-test was employed as an instrument of collecting data. The technique of analyzing data involved descriptive statistics and paired sample t-test were conducted to achieve the quantitative analysis. Meanwhile, thematic analysis was conducted to acquire the qualitative analysis. The result revealed that the majority of participants believed their cognition and practice in english speaking skills have improved with the assistance of AI. The findings also revealed that AI considered as fun, easy and practical alternative to practice english speaking proficiency. Therefore, it is suggested to all students could access AI as a tool that supports continuity of learning.
Culturally Responsive Teaching Integrated Skill AI Based Learning Applicator to Elevate Learners Critical Thinking and Writing Proficiency Alika Larasati; Pirman Ginting
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4909

Abstract

This research project investigates the efficacy of combining culturally sensitive teaching with AI-based learning tools to enhance student's critical thinking and writing abilities. This project explores the potential benefits of integrating culturally responsive teaching with AI technology to enhance learners' cognitive and linguistic skills. This research employs a mixed-methods approach, utilizing quantitative and qualitative data collection approaches. The sample was collected from 15 EFL students at SMA N 10 Medan. The students were chosen to participate in the research based on their diverse cultural backgrounds. Data gathering included administering pre-and post-tests to assess students' critical thinking and writing abilities. The study shows that combining culturally responsive education with AI-based learning tools dramatically enhances students' critical thinking and writing skills. Students enrolled in AI courses experience a stimulating and culturally diverse learning atmosphere that fosters the development of their critical thinking and writing abilities. This research enhances the field of education by emphasizing the capacity of AI technology to promote culturally relevant teaching methods and enhance learners' cognitive and language abilities. The results suggest combining AI-based learning tools with culturally responsive teaching methods can improve students' critical thinking and writing skills. This study highlights the significance of incorporating cultural diversity into instructional design and offers guidance for educators and policymakers to establish inclusive and efficient learning settings.
Co-Authors Alika Larasati Namira Fasya Khailifa Silvi Fitria Daulay