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All Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching Journal of English Education and Teacher Trainer
Saridah, Siti
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Humanities Education Languange, Linguistic, Communication & Media Other

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Enhancing Prior Knowledge Development in English Language Education through Chat GPT-Assisted Learning Fadillah, Ega Nur; Saridah, Siti; Kamilasari, Mila; Nur'aida, Ai; ⁠Hafizudin, ⁠Hafizudin; Kamilia, Adila; Sulaeman, Dedi
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.13356

Abstract

This study investigates the potential of Chat GPT as a tool to develop students' prior knowledge in English language education. Recognizing the importance of foundational knowledge in effective language acquisition, this research explores how Chat GPT can support English language learners by pre-activating vocabulary, contextual understanding, and cultural awareness. Through a quasi-experimental design involving control and experimental groups, the study examines the effectiveness of Chat GPT-assisted learning activities compared to traditional methods. Participants in the experimental group receive customized pre-learning prompts and exercises generated by Chat GPT, aiming to bridge gaps in cultural and contextual understanding prior to formal instruction. Data is collected via pre- and post-tests, structured interviews, and observations to measure improvements in students’ readiness and comprehension. The findings highlight the impact of AI-driven tools on enhancing student engagement and knowledge acquisition in language education, offering practical insights into Chat GPT’s role in supporting differentiated instruction and personalized learning. This study contributes to pedagogical approaches by positioning Chat GPT as an adaptable, resource-efficient tool for language educators, especially in contexts where access to native English interaction is limited. The results provide evidence-based recommendations for integrating AI in classrooms, supporting instructional design and policy development for sustainable and inclusive education practices.
CHILD’S COGNITIVE MATURITY THROUGH MULTIMEDIA NOWADAYS Hafizudin; Saridah, Siti
Journal of English Education and Teacher Trainer Vol. 1 No. 2 (2024): Journal of English Education and Teacher Trainer
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/educater.v1i2.2017

Abstract

This paper focuses on analyzing the child’s cognitive maturity through multimedia nowadays. It portrays two main topics namely: (1). The current development of a child's cognitive maturity and (2). The impacts of multimedia on a child's cognitive maturity. The grand theory used is the personal psychology of development. The theory specifies on the difference between millennial and alpha-betha generations on its psychological developments. By using library study, the researchers conduct a deep analysis about these developments. The result shows that there is a child’s cognitive maturity after intensively using multimedia. The most realistic reason is it provides the learners no awareness in learning by default and enjoys delightful displays. Using multimedia in childhood learning accelerates a child's cognitive growth such as spatial cognitive, representative cognitive, iconic skills, problem solving, stimulating attention to the material and perception.
Enhancing Prior Knowledge Development in English Language Education through Chat GPT-Assisted Learning Fadillah, Ega Nur; Saridah, Siti; Kamilasari, Mila; Nur'aida, Ai; ⁠Hafizudin, ⁠Hafizudin; Kamilia, Adila; Sulaeman, Dedi
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.13356

Abstract

This study investigates the potential of Chat GPT as a tool to develop students' prior knowledge in English language education. Recognizing the importance of foundational knowledge in effective language acquisition, this research explores how Chat GPT can support English language learners by pre-activating vocabulary, contextual understanding, and cultural awareness. Through a quasi-experimental design involving control and experimental groups, the study examines the effectiveness of Chat GPT-assisted learning activities compared to traditional methods. Participants in the experimental group receive customized pre-learning prompts and exercises generated by Chat GPT, aiming to bridge gaps in cultural and contextual understanding prior to formal instruction. Data is collected via pre- and post-tests, structured interviews, and observations to measure improvements in students’ readiness and comprehension. The findings highlight the impact of AI-driven tools on enhancing student engagement and knowledge acquisition in language education, offering practical insights into Chat GPT’s role in supporting differentiated instruction and personalized learning. This study contributes to pedagogical approaches by positioning Chat GPT as an adaptable, resource-efficient tool for language educators, especially in contexts where access to native English interaction is limited. The results provide evidence-based recommendations for integrating AI in classrooms, supporting instructional design and policy development for sustainable and inclusive education practices.
Optimizing EFL Learning: Digital Native Leverage Mobile-Assisted Language Learning (MALL) Saridah, Siti; Sulaeman, Dedi; Faturohmah, Pepi Siti; Ruminda, Ruminda
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 1 (2024)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v11i1.11342

Abstract

This study intends to explore the leverage of technology devices and their impact on the digital natives’ experiences in enhancing EFL learning using Mobile-Assested Language Learning (MALL). Pointedly, (1) how digital natives’ attitudes toward technology influence their use of smartphones for EFL learning, and (2) the effectiveness of MALL activities in boosting English skills.  Then, this research uses a narrative inquiry research design with in-depth interviews of six English teachers in various grades. By using thematic analysis revealed that digital natives enjoy the interactive nature of MALL activities and concern arose regarding their potential dependence on personal devices. The findings have been obtained to answer the questions that have been desired. (1) digital natives look to enjoy with MALL procedures; it narrates with digital natives’ interest and, (2) Mobile-Assisted Language Learning (MALL) offers digital natives particularly to access web-based learning and online learning courses. These provide audio-visual presentations that are helpful for digital natives to supercharge their English competencies with various activities. These findings ensure that Mobile-Assisted Language Learning (MALL) is a valuable potential tool in EFL classrooms, but careful attention to consideration for fostering responsible technology use in addressing potential distractions.
Co-Authors ⁠Hafizudin, ⁠Hafizudin Fadillah, Ega Nur Faturohmah, Pepi Siti Hafizudin Kamilasari, Mila Kamilia, Adila Nur'aida, Ai Ruminda Ruminda Sulaeman, Dedi ⁠Hafizudin, ⁠Hafizudin