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All Journal JURNAL PENGABDIAN KEPADA MASYARAKAT JOLLT Journal of Languages and Language Teaching
M. Wahyu Hadi
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Agriculture, Biological Sciences & Forestry Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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The Effectiveness of Adaptive Artificial Intelligence (AI)-Based Learning in Enhancing EFL Learners’ English Structure Mastery M. Wahyu Hadi; Suryadi, Hendra; Suparlan, Suparlan
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17708

Abstract

The urgency of this study stems from the growing gap in English language learning, particularly in mastering English structures such as passive voice and complex sentences, which has widened in the aftermath of the COVID-19 pandemic. EFL students often struggle to comprehend complex grammatical forms, which adversely affects their writing and speaking proficiency. Adaptive AI-based technology presents a promising solution by offering personalized, interactive, and effective learning experiences. This study aims to experimentally investigate the effectiveness of adaptive AI technology in enhancing EFL students’ understanding of English structure, specifically by comparing it to conventional teaching methods. A quasi-experimental design with a pretest-posttest control group approach was employed. The population consisted of undergraduate students majoring in English, and the sample comprised 60 students divided equally into experimental and control groups. The experimental group received instruction using adaptive AI technology, while the control group was taught using conventional methods. Data were collected through pretests, posttests, questionnaires, and interviews. Inferential statistical analysis, including MANOVA, was conducted to determine significant differences in grammar mastery between groups. The results indicated a statistically significant improvement in the experimental group's posttest scores (M = 84.70) compared to the control group (M = 74.30), particularly in mastering passive voice and complex sentences. Students also reported positive perceptions of the AI-based learning experience. This study contributes to the advancement of English language teaching and offers a scalable model for integrating adaptive AI in language education.
Penerapan Metode Audiolingual Melalui Pendampingan Guru Bahasa Inggris Untuk Mendukung Kurikulum Merdeka di Madrasah Ibtidaiyah NW Penyenggir Rosyidi, Ahmad Zuhri; Lia Rismawati; M. Wahyu Hadi; Fitri Ningsi; Miftahul Huda; Muliana Hikmah
JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 15 No 2 (2025): Desember 2025
Publisher : LPPM UNINUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/jpkm.v15i2.3916

Abstract

The Audiolingual Method is a language teaching approach that emphasizes habit formation through repeated practice and positive reinforcement. The main aim of this service activity is to assist and introduce teachers to the audio-lingual method which can form students' correct language habits through intensive repetition of language patterns. In practice, teaching with this method begins with listening and speaking exercises before reading and writing. Applying this method requires students to memorize dialogue, imitate intonation and pronunciation correctly, and respond automatically to verbal stimuli. Correction of errors is carried out directly to prevent the formation of wrong habits. The use of the mother tongue is minimized, even avoided, so that students get used to thinking in English. The result of this activity is that the teachers are very enthusiastic in learning and applying the audiolingual method. Moreover, this activity is strengthened by participants and practical application directly to students. Overall, the Audiolingual method is effective in the early stages of language learning, especially to build basic oral skills. However, it needs to be combined with other approaches so that language mastery becomes more balanced and communicative.
Co-Authors Ahmad Zuhri Rosyidi Evi Safitri Yulandari Fitri Ningsi Hendra Suryadi Lia Rismawati Masyudi Miftahul Huda Muliana Hikmah Suparlan .