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All Journal Jurnal Pendidikan Humaniora PREMISE: Journal of English Education and Applied Linguistics
Pramudiharjo, Fendi Sebastian
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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TEACHING SPEAKING THROUGH A PRAGMATIC APPROACH IN ISLAMIC STATE SENIOR HIGH SCHOOL Isnaini, Nur Alfiana; Pramudiharjo, Fendi Sebastian
Jurnal Pendidikan Humaniora Vol 12, No 3: SEPTEMBER 2024
Publisher : Pascasarjana UM

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Abstract

This study examines teachers' perspectives on the effectiveness of the pragmatic approach in teaching speaking skills in public senior secondary schools under the Merdeka Curriculum. The research investigates the alignment of speaking materials with the curriculum and identifies challenges faced by teachers in implementing this approach. Employing a qualitative case study methodology, the study utilized observations, document analyses, and teacher interviews. The findings reveal that teachers effectively integrated external resources, social media, and classroom activities—such as role-plays and dialogues—to enhance student engagement and learning outcomes. A holistic assessment approach was employed, emphasizing contextually appropriate expressions in accordance with the curriculum's focus on communicative competence. Despite challenges such as limited time, teachers innovatively addressed these issues through techniques like video recordings and social media-based assessments. The results demonstrate the pragmatic approach's effectiveness and adaptability in equipping students with real-world communication skills. This study contributes to the understanding of the pragmatic approach's application within the Merdeka Curriculum, offering valuable insights for advancing language education in Madrasah Aliyah and similar contexts.
QUILLBOT-ASSISTED COLLABORATIVE WRITING: IMPACT ON EFL STUDENTS’ DESCRIPTIVE WRITING AND SELF-EFFICACY Pramudiharjo, Fendi Sebastian; Laksmi, Ekaning Dewanti; Khoiri, Niamika El
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i3.12447

Abstract

This study investigates how QuillBot-assisted Collaborative Writing affects EFL students' descriptive writing performance and self-efficacy. Employing a quasi-experimental design, 45 Indonesian senior high school students were divided into control (21 students) and experimental groups (24 students). The experimental group engaged in collaborative writing with QuillBot, while the control group followed a conventional teacher-centered approach. Data collection included pre-test and post-test writing assessments and a self-efficacy questionnaire. Mann-Whitney U test was applied to analyze the data due to violations of normality and homogeneity assumptions. The result revealed a significant difference in post-test scores between the groups. Meanwhile, self-efficacy showed no statistically significant influence on writing performance. These findings suggest that QuillBot-assisted Collaborative Writing enhances students’ interaction and writing proficiency. The use of QuillBot provides timely feedback and reduces the teachers’ load. Future research should explore long-term effects, student engagement levels in the areas of cognitive, behavior, social, and affective engagement, and qualitative perspectives on AI-assisted writing in K-12 setting. This research contributes to the growing discussion related to QuillBot’s roles in language learning, emphasizing its abilities as a complementary rather than autonomous instructional tool.
Co-Authors Ekaning Dewanti Laksmi El Khoiri, Niamika Isnaini, Nur Alfiana