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All Journal Journal of Pedagogy and Education Science Beujroh : Jurnal Pemberdayaan dan Pengabdian pada Masyarakat
Syafari, Nofiana
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Agriculture, Biological Sciences & Forestry Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Role of Generative AI Companions in Promoting Reading Engagement and Self-Regulation in EFL Contexts Sagita, Mustakim; Sagita, Eva Sulastri; Syafari, Nofiana
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001082

Abstract

Reading ability is a basic requirement for academic achievements and ongoing learning processes, specifically among English as a Foreign Language (EFL) students who must handle progressively challenging linguistic and intellectual demands in modern global educational frameworks. The current approaches for teaching self-regulated learning (SRL) through training programs face a significant drawback because they do not provide enough interactivity and personalized assistance that addresses individual student requirements. Advances in generative artificial intelligence (GenAI) offer a potential solution to this challenge by delivering dynamic, adaptive guidance that enhances self-regulation in reading. This study examines the impact of GenAI-enabled SRL assistance for self-regulated reading strategies and engagement of university-level EFL students, employing a quasi-experimental design with 62 Indonesian learners from two classrooms. Following a 45-minute instructional session on SRL in reading, participants engaged in a 12-week autonomous reading program using a digital platform, with the experimental group (N= 32) receiving chatbot-based SRL assistance and the control group (N= 30) engaging in independent reading without additional support. Data from pre- and post-questionnaires, platform log analyses, and semi-structured interviews indicate that the intervention significantly enhanced students' application of self-regulated learning strategies and their level of engagement in reading activities. The findings stress the effectiveness of interactive, GenAI-assisted SRL support in fostering sustained engagement and strategic reading behaviours, accentuating its potential to address longstanding gaps in EFL reading instruction.
Penerapan Augmented Reality (AR) Berbasis Proyek sebagai Inovasi Pembelajaran Bahasa Inggris Interaktif untuk Siswa SMA Syafari, Nofiana; Sagita, Mustakim; Zulfarazi; Sagita, Eva Sulastri; Devi, Diana; Amelia, Fitri
Beujroh : Jurnal Pemberdayaan dan Pengabdian pada Masyarakat Vol. 4 No. 1 (2026): Beujroh : Jurnal Pemberdayaan dan Pengabdian pada Masyarakat
Publisher : Yayasan Sagita Akademia Maju

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61579/beujroh.v4i1.693

Abstract

This community service article addresses the need for innovative and engaging English language learning methods for high school students (SMA). The shift in educational paradigms requires educators to integrate technology that supports interactive and experiential learning. This program focuses on the implementation of Project-Based Learning (PBL) integrated with Augmented Reality (AR) technology to stimulate students' interest and enhance their English proficiency. The AR approach allows students to create digital objects (such as 3D models or interactive videos) anchored to real-world triggers, turning abstract language concepts into concrete, tangible, and fun experiences. The method involved three main stages: teacher training on AR content creation tools, student workshops on developing English-based AR projects (e.g., creating an AR tour guide for the school or an interactive vocabulary quiz), and the final implementation/exhibition of the AR projects. The results demonstrated a significant positive impact on students' motivation, collaborative skills, and practical language competence, especially in speaking and vocabulary mastery. AR successfully served as a supporting factor to create a wide and conducive learning environment. This project confirms that integrating emerging technologies like AR through a project-based approach is an effective and comprehensive strategy to optimize the potential and holistic growth of SMA students in English learning.
Co-Authors Devi, Diana Eva Sulastri Sagita Fitri Amelia Mustakim Sagita Zulfarazi