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All Journal Journal of English Language and Education Interling : International Journal of English Language Teaching, Literature and Linguistics
Isabella, Putri
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Education Languange, Linguistic, Communication & Media Other

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EMPOWERING STUDENT READING SKILLS THROUGH GUIDED READING SESSION FOR SENIOR HIGH SCHOOL Isabella, Putri; Wahyuni, Nadia Nur; Shoimah, Hikmatus; Zainuddin, Zainuddin
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 3 No. 1 (2025): July 2025
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v3i1.2088

Abstract

This study explores The ability to read effectively is a fundamental skill that significantly influences students’ academic performance and overall language development, particularly at the senior high school level where students are expected to engage with complex texts across various subjects. However, many students continue to struggle with reading comprehension, vocabulary acquisition, and critical thinking, often due to traditional, one-size-fits-all instructional methods that fail to address individual learning needs. This study investigates the implementation of guided reading sessions as a strategic intervention to empower students’ reading skills in senior high school settings. Guided reading, which involves small-group, leveled instruction, allows teachers to provide targeted support, adapt teaching to students’ proficiency levels, and foster active participation in reading activities. Using a qualitative descriptive approach, data were collected through classroom observations, student interviews, and reading performance assessments over the course of the intervention. The findings indicate that guided reading sessions significantly enhance students’ reading fluency, comprehension, and engagement by creating a supportive, student-centered environment. Furthermore, the collaborative aspect of guided reading encourages peer interaction and builds reading confidence. This research concludes that guided reading is an effective pedagogical strategy for promoting literacy growth and student empowerment. The study offers practical recommendations for educators seeking to implement guided reading in diverse classrooms and highlights the need for further research to refine its application in secondary education
Implementation of Dola Artificial Intelligence as a Learning Tool to Improve Students’ English Speaking Skills Isabella, Putri; Ferdiyanto, Feri; Zainuddin, Zainuddin
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2264

Abstract

In the era of globalization, English speaking skills are essential for young learners to communicate effectively and access broader knowledge resources. However, in non-formal English courses, speaking practice opportunities are often scarce, resulting in low confidence, mispronunciation, and minimal vocabulary mastery, and few studies have examined the use of AI-based tools in such settings for elementary students. This study aims to investigate the implementation of DOLA AI in improving students' speaking skills at Tekume English Course Semampir Kraksaan. A qualitative descriptive case study was employed, involving fifteen students and one tutor, with data collected through observation, interviews, documentation, and questionnaires. The findings indicate that DOLA AI created an interactive and supportive learning environment, increased students' motivation and participation, and improved pronunciation, fluency, vocabulary, and confidence. It can be concluded that DOLA AI is an effective tool for enhancing elementary students' speaking competence in a non-formal context.
Co-Authors Ferdiyanto, Feri Shoimah, Hikmatus Wahyuni, Nadia Nur Zainuddin, Zainuddin