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All Journal Jurnal Bisnis Terapan JASL - Journal of Applied Studies in Language
Tjahyanto, Mario Christian Noer
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Digital supplementation in language education: Evaluating mobile application’s impact in large classroom settings Tjahyanto, Mario Christian Noer; Hartanto, Yenny
Journal of Applied Studies in Language Vol. 8 No. 2 (2024): December 2024
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v8i2.158-170

Abstract

Integrating digital tools into language education has transformed traditional teaching methods, offering greater flexibility, increased engagement, and personalized learning opportunities. This study explored how effective Duolingo can be as a supplementary tool in a large speaking class of 60 first-year undergraduate Informatics Engineering students at a university. With the challenges of managing a large group and varying levels of language proficiency, the study used a descriptive qualitative approach over half of the semester to assess Duolingo's impact on student engagement, motivation, and English proficiency. Data were gathered through Duolingo’s tracking system, weekly self-reflection reports, in-class observations, and informal interviews. The analysis revealed that Duolingo significantly boosts student motivation and provides valuable practice opportunities outside the classroom, especially in vocabulary and grammar. The quantitative data showed consistent student engagement, with many students regularly earning experience points (XP) and meeting their weekly learning targets. However, the study also highlighted some challenges, such as Duolingo’s limited focus on developing conversational skills and the difficulty of addressing the varied proficiency levels within such a large class. While students enjoyed the gamified aspects of Duolingo, they expressed a need for more interactive speaking exercises to help build fluency. Overall, the findings suggest that Duolingo is a useful supplement to traditional language instruction, enhancing engagement and offering personalized practice.
Addie model course design for the creative industry department Tjahyanto, Mario Christian Noer
Journal of Applied Studies in Language Vol. 6 No. 2 (2022): Dec. 2022
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v6i2.708

Abstract

As one of the general requirement subjects in universities in Indonesia, English is taught in all of the departments in the university. If the English class is not managed carefully, students may become unmotivated in taking the class since it may have little or no relation to the actual subject that they are taking at the university. Therefore, it is necessary to design an English course that can engage the student's interests and suit students’ needs. This research aimed to develop a course that is most suitable for the students in Creative Industry Department. In doing so, this research used a research and development procedure called the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model to develop the course and the materials. The process began with the needs analysis of the lecturers and the head of the Creative Industry Department, followed by the design of the course materials. Then, the course was implemented for the whole semester, and the cycle of the process ended with distributing questionnaires to the students who participated in the course. The result showed that the course could meet the target set by the head of the department, which was to increase students’ confidence in using English.
Digital supplementation in language education: Evaluating mobile application’s impact in large classroom settings Tjahyanto, Mario Christian Noer; Hartanto, Yenny
Journal of Applied Studies in Language Vol. 8 No. 2 (2024): December 2024
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v8i2.158-170

Abstract

Integrating digital tools into language education has transformed traditional teaching methods, offering greater flexibility, increased engagement, and personalized learning opportunities. This study explored how effective Duolingo can be as a supplementary tool in a large speaking class of 60 first-year undergraduate Informatics Engineering students at a university. With the challenges of managing a large group and varying levels of language proficiency, the study used a descriptive qualitative approach over half of the semester to assess Duolingo's impact on student engagement, motivation, and English proficiency. Data were gathered through Duolingo’s tracking system, weekly self-reflection reports, in-class observations, and informal interviews. The analysis revealed that Duolingo significantly boosts student motivation and provides valuable practice opportunities outside the classroom, especially in vocabulary and grammar. The quantitative data showed consistent student engagement, with many students regularly earning experience points (XP) and meeting their weekly learning targets. However, the study also highlighted some challenges, such as Duolingo’s limited focus on developing conversational skills and the difficulty of addressing the varied proficiency levels within such a large class. While students enjoyed the gamified aspects of Duolingo, they expressed a need for more interactive speaking exercises to help build fluency. Overall, the findings suggest that Duolingo is a useful supplement to traditional language instruction, enhancing engagement and offering personalized practice.
RESHAPING THE VALUE PROPOSITION: STRATEGIC RESPONSES OF LANGUAGE COURSE PROVIDERS TO THE AI REVOLUTION Tjahyanto, Mario Christian Noer; Yenny, Hartanto
Jurnal Bisnis Terapan Vol. 10 No. 1 (2026): Jurnal Bisnis Terapan
Publisher : Politeknik Ubaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/jbt.v10i1.8790

Abstract

The rapid proliferation of Generative Artificial Intelligence (GenAI) has catalyzed a fundamental shift in the education sector, specifically disrupting the traditional business model of Language Course Providers (LCPs). As AI-driven tools provide high-quality translation and personalized tutoring at near-zero marginal costs, traditional language services are experiencing rapid commoditization. This research explores how LCPs can reshape their value propositions to maintain strategic relevance and financial sustainability. Utilizing a qualitative conceptual research design, the study applies the Value Proposition Canvas (VPC) and Disruptive Innovation frameworks to analyze the gap between automated AI capabilities and human-centric pedagogical needs. Empirical evidence from a case study reveals a staggering 80% decrease in document translation requests and a 60% decline in course registrations, signaling a "tipping point" for the industry. The findings indicate that while AI excels at linguistic accuracy, it lacks the capacity for intercultural mediation, ethical judgment, and institutional trust. Consequently, the study proposes a strategic transition from a "content-provider" model to a "Communication-Consultancy" framework. This "Cyborg" pedagogy integrates AI for repetitive rote learning while focusing human expertise on high-stakes specialized training and AI literacy. Managerial implications emphasize the necessity for staff upskilling and the repositioning of LCPs as "Verification Hubs" in a digital era. By adopting these strategic responses, LCPs can pivot from being perceived as administrative cost centers to becoming indispensable drivers of global communication.
Co-Authors Hartanto, Yenny Yenny, Hartanto