Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
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This Author published in this journals
All Journal JOLLT Journal of Languages and Language Teaching Journal of English Education and Teacher Trainer
Nur'aida, Ai
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Education Languange, Linguistic, Communication & Media

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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.
FOSTERING RESPECT BETWEEN SMOKERS AND NON-SMOKERS IN THE SOCIETY Nur'aida, Ai; Yusuf Daffa, Muhammad
Journal of English Education and Teacher Trainer Vol. 1 No. 1 (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.v1i1.1287

Abstract

The study aims to enhance comprehension and unity between these two groups by examining current literature to find crucial observations and successful actions. This library research explores methods for cultivating mutual respect between those who smoke and those who do not, within the wider social framework. Moreover, the study investigates societal dynamics and the elements that impact respectful interactions by conducting a thorough analysis of scholarly articles, books, and pertinent publications. This study seeks to analyze existing literature in order to offer insightful viewpoints on the role of libraries and information resources in fostering respect and collaboration between smokers and non-smokers in various social contexts. The purpose of the research is to provide information for future efforts and interventions that aim to create a societal environment that is both courteous and inclusive.
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.
Co-Authors ⁠Hafizudin, ⁠Hafizudin Fadillah, Ega Nur Kamilasari, Mila Kamilia, Adila Saridah, Siti Sulaeman, Dedi Yusuf Daffa, Muhammad ⁠Hafizudin, ⁠Hafizudin