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All Journal Jurnal Ilmiah Wahana Pendidikan The Art of Teaching English as a Foreign Language (TATEFL)
Aryanti, Risma Dwi
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Students’ Perceptions of Teaching Writing Using Project-Based Learning Model on the Eleventh-Grade Students at SMA Negeri 1 Baros Aryanti, Risma Dwi; Santika, Kharisma Dewi; Novira, Helma; Sevhianingrum, Sita; Handayani, Ika; Martini, Annisa
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 12 (2024): Jurnal Ilmiah Wahana Pendidikan 
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.12574860

Abstract

This study aims to find the eleventh-grade students' positive perspectives concerning the use of the project-based learning model in teaching writing analytical exposition text. To reach its aims, this study employs a qualitative descriptive strategy using a case study technique. The data was gathered through observation and questionnaires. This study's population consisted of eleventh-grade students from SMA Negeri 1 Baros, a public school in Banten province. This research included 63 students from Classes XI MIPA 3 and XI IPS 4. Per the research findings, 86.12% of them had a better knowledge of the concepts and scope of the topics covered. 79.85% of respondents expressed a stronger desire to improve their English writing skills. The concept of writing analytical exposition texts was better understood by 90.3% of respondents. Aside from that, it achieved an 82.23% average positive responses in critical thinking training. It can be concluded that using the project-based learning model in writing instruction influences motivation and interest in learning, academic competence, critical thinking skills, and student-teacher interaction.
A Systematic Review on Artificial Intelligence Applications for Enhancing EFL Students’ Pronunciation Skill Aryanti, Risma Dwi; Santosa, Made Hery
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 1 (2024): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i1.718

Abstract

This systematic literature review examines the impact of AI applications, including ELAi app, ELSA Speak, and Lyra Virtual Assistant, on the pronunciation skills of English as a Foreign Language (EFL) students. By analyzing ten relevant articles published between 2018 and 2023, this review identifies the unique features and effects of these AI tools. ELAi app emphasizes spontaneous speech and topic development, offering comprehensive feedback. ELSA Speak accurately detects pronunciation errors and provides a wide range of lessons. Lyra Virtual Assistant acts as a conversational companion, supporting speaking abilities. The findings reveal that these AI applications have a positive influence on EFL students' pronunciation development, as evidenced by empirical research. Further recommendations for future research in the integration of AI in EFL education is enhancing personalization through AI tools that adapt to individual students' learning styles and needs. In summary, utilizing AI technology can empower EFL students to improve their pronunciation proficiency and enhance their overall English language learning experience.
Co-Authors Ika Handayani Made Hery Santosa Martini, Annisa Novira, Helma Santika, Kharisma Dewi Sevhianingrum, Sita