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All Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Studies in English Language and Education
Saudah, Khalifatun
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Education Languange, Linguistic, Communication & Media

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AI-powered language learning: A blessing or a curse for English language education? Liando, Nihta Vera Frelly; Tatipang, Devilito Prasetyo; Rorimpandey, Rinny; Kumayas, Tirza; Saudah, Khalifatun; Iskandar, Ishak
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.34842

Abstract

Integrating Artificial Intelligence (AI) into English language learning has garnered substantial attention and raised pertinent questions about its implications for the future of language education. This qualitative study with a systematic review design probes into the complex relationship between AI and English learning, whether AI in English language learning constitutes a potential detriment to the educational process, and whether AI is a disaster or a boon for English learning. A total of 15 peer-reviewed articles published between 2019 to 2023 (indexed in Scopus, WoS, and Sinta) were analyzed through four steps (data extraction, quality assessment, data synthesis, and result interpretation) to ensure comprehensive coverage. The findings from this study revealed not only multifaceted insights into the relationship between AI and English language learning, such as personalized learning, increased interactivity, and accessibility, but also its challenges, including privacy-related concerns, loss of human interactions, and reliability issues. This present study contributes to a comprehensive understanding of the role of AI in English language learning, offering educators, researchers, and policy-makers valuable insights into the benefits and potential pitfalls of integrating AI technologies in language education. Moreover, this present study provides a details exploration of the AI-English learning paradigm, emphasizing the need for a holistic perspective that leverages AIs strengths while safeguarding the integrity and vitality of the English language learning experience. Furthermore, this study offers recommendations for future research endeavors, emphasizing the need for ongoing evaluation and refinement of AI-based English learning strategies.
Fables as a Strategic Space for Instilling Moral Values: A Study of Character Education in the Anthology of Folktales from the Special Region of Yogyakarta Saudah, Khalifatun; Saleh, Muhammad; Hajrah, Hajrah
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.38071

Abstract

This study investigates fables as a strategic medium for cultivating moral values in character education, using eight fables from Antologi Cerita Rakyat Daerah Istimewa Yogyakarta by Dhanu Priyo Prabowo as the primary source. It aims to analyze how moral values are embedded in the narratives and to examine their relevance through Thomas Lickona’s framework of moral knowing, moral feeling, and moral action, as well as to identify recurring character patterns and their implications for contemporary character education. A qualitative descriptive method was employed. Data were collected through close reading and note-taking, followed by categorization of moral conflicts and identification of narrative elements reflecting moral values. The analysis was guided by Lickona’s framework, with validity ensured through theoretical triangulation. The findings show that the fables convey moral values such as honesty, humility, loyalty, perseverance, prudence, empathy, and wisdom through character behavior and narrative consequences. These values form consistent patterns of character development integrating cognitive, affective, and behavioral dimensions. The fables also reflect Javanese local wisdom, supporting culturally responsive character education. In conclusion, fables function as both cultural heritage and effective pedagogical tools for fostering moral awareness and strengthening learners’ cultural identity.
Co-Authors Devilito Prasetyo Tatipang Hajrah Hajrah, Hajrah Iskandar, Ishak Muhammad Saleh Nihta Vera Frelly Liando Rinny Rorimpandey Tirza A Kumayas