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All Journal E-Dimas: Jurnal Pengabdian kepada Masyarakat Journal of Education Technology JOLLT Journal of Languages and Language Teaching ETERNAL: English Teaching Journal Jurnal VARIDIKA
Silitonga, Lusia Maryani
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : ETERNAL: English Teaching Journal

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Bridging the Gap: Pre-Service Teachers’ Realities of Technology Integration in the Digital Classroom Silitonga, Lusia Maryani; Sri Suciati; Wiyaka; Entika Fani Prastikawati; Nur Cholifah
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/8e0app73

Abstract

In the digital era, integrating technology into education is essential for preparing future-ready educators. This qualitative case study explores how pre-service teachers experience and implement digital tools in instructional settings. It focuses on their successes, challenges, and the pedagogical strategies they employ. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework and experiential learning theory, the study involved 15 pre-service teachers from a university in Semarang. Data were collected through semi-structured interviews and classroom observations, and analyzed using thematic analysis. The findings reveal that pre-service teachers primarily used technology to manage classrooms and engage students—for example, using interactive platforms like Kahoot! to maintain attention and assess understanding in real time. These tools influenced student reactions and led teachers to adapt their instructional strategies dynamically. While digital tools were seen as effective for promoting engagement and understanding, participants faced challenges related to digital literacy, infrastructure limitations, and a lack of mentorship. Technology-based assessment and proactive engagement strategies were less frequently applied, highlighting a gap between theoretical training and classroom practice. The results suggest that teacher education programs should provide more hands-on, guided experiences, reflective practices, and institutional support to develop digital teaching competence. This study contributes to ongoing efforts to align teacher training with the realities of technology-enhanced learning environments
Boosting Students’ ESP Vocabulary by Utilizing AI Chatbot Silitonga, Lusia Maryani; Wiyaka, Wiyaka; Prastikawati, Entika Fani
ETERNAL (English Teaching Journal) Vol. 15 No. 2 (2024): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i2.605

Abstract

Technology integration in foreign language learning is a must today. One of the issues is the utilization of artificial intelligence (AI) Chatbot in English language teaching. Some studies have mentioned the benefits and advantages of using AI Chatbot. Nonetheless, none of the studies examines deeply on hoe ESP vocabulary. To fill the gaps, this study examines the effect of AI Chatbot especially Dialogflow enhanced the ESP vocabulary acquisition. The experimental comparison of two groups—an experience group and a control group—is the backbone of this study in order to accomplish that purpose. Both groups underwent pre-tests and post-tests to assess the effectiveness of utilizing AI chatbot in learning ESP vocabulary. The chatbot content was meticulously constructed to incorporate vocabulary features such as synonyms and concise explanations of word meanings. The study's findings revealed that utilizing chatbots significantly improves the acquisition of ESP vocabulary. It was found that students in the experimental group that used Dialogflow, a chatbot, performed better than students in the control group. To add, the study suggests that chatbots could be utilized in many situations to enhance language learning in general or in specific ESP courses. A chatbot provides a stimulating setting to facilitate positive interactions where the negotiation of meaning occurs explicitly, which appears to greatly benefit learners in advancing their second language lexical development.
Co-Authors Arika Pusparini, Luky Bayu Kurniawan Budi Dharmawan Curle, Samantha Entika Fani Prastikawati Heri Prabowo Lestari, Maria Yosephin Widharti Murti, Astrid Tiara NUR CHOLIFAH Nur Cholifah Pryla Rochmahwati Senowarsito Sri Suciati Vivekanantharasa, Raveenthiran Wiyaka Wiyaka Wiyaka