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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of Scientific Research, Education, and Technology
Sholikhah, Siti Sintiawati
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Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences

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Teachers’ and Students’ Perceptions of Artificial Intelligence (AI) Technology in Learning Activities Sholikhah, Siti Sintiawati; Zamzami, Nagata; Sulistyaningsih
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 4 No. 3 (2025): Vol. 4 No. 3 2025
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v4i3.318

Abstract

This study aims to explore the perceptions of teachers and students regarding the use of Artificial Intelligence (AI) technology in classroom learning activities. Specifically, it investigates how AI is perceived in terms of its effectiveness and potential integration into the educational environment. Employing a descriptive qualitative approach with a case study design, the research was conducted at SMK Bhakti Norma Husada, Nganjuk, East Java, during May to June 2025. Data were collected through Likert-scale questionnaires and semi-structured interviews, involving purposively selected teachers and randomly selected Grade X–XI students. The findings indicate that most teachers hold a positive perception toward the use of AI in education, recognizing its potential to enhance personalized learning, improve evaluation processes, and support interactive teaching methods. However, a few expressed concerns related to limited training and the possible reduction of the teacher’s role. In contrast, students’ responses were predominantly neutral, suggesting a lack of direct experience and limited understanding of AI technology. Nevertheless, a notable portion showed openness and a willingness to explore its use in learning. In conclusion, while teachers exhibit readiness to embrace AI in their instructional practices, students remain cautiously receptive. To support effective AI integration, it is essential to provide targeted training, improve digital literacy, and create opportunities for both teachers and students to engage with AI in meaningful ways. The study highlights the importance of institutional support and strategic planning in harnessing AI as a valuable educational tool.
The Correlation Between Students’ Speaking Anxiety and Their Speaking Ability: A Quantitative Study at Islamic Junior High School Sunan Giri Sholikhah, Siti Sintiawati; Yappy, Shierly Novalita; Mubarok, M. Khusni
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8502

Abstract

This study investigates the correlation between students’ speaking anxiety and their speaking ability in an English as a foreign language (EFL) context, focusing on seventh grade learners at MTs Sunan Giri, Kediri. The problem addressed in this research is the persisting assumption that higher levels of anxiety negatively affect learners’ oral performance, while limited empirical evidence exists in Indonesian lower secondary school settings. The objective of the study is to measure students’ anxiety levels using a speaking anxiety questionnaire and to assess their speaking ability through a rubric based speaking test in which students presented either a poster or the topic “part of the house.” Using a quantitative correlational design, data from fourteen students were analyzed using descriptive statistics and Pearson’s product–moment correlation. The results show that the students had moderate levels of speaking anxiety (M = 62.14; SD = 4.61) and moderate speaking ability scores (M = 45.36; SD = 9.30). Pearson’s analysis revealed a moderate positive correlation between speaking anxiety and speaking ability, r = 0.502, p = 0.067, while Spearman’s rho yielded a similar result (ρ = 0.522, p = 0.055). Although the correlation did not reach statistical significance at the 0.05 level, the positive direction of the relationship suggests that in this small sample, higher anxiety scores were associated with higher speaking performance, a pattern that differs from most theoretical predictions. These findings highlight the importance of reexamining the complexity of classroom anxiety, task type, and learner characteristics, particularly in small group settings. The study contributes to the growing literature on affective factors in EFL speaking and suggests the need for larger scale research to confirm the trend observed in this study.
Co-Authors M. Khusni Mubarok, M. Khusni Shierly Novalita Yappy Sulistyaningsih Zamzami, Nagata