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All Journal Journal International of Lingua and Technology Al Irsyad: Jurnal Studi Islam
Chai, Som
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Religion Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Addressing Pronunciation Challenges in Diverse Language Classrooms Latifah, Nur; Chai, Napat; Chai, Som
Journal International of Lingua and Technology Vol. 3 No. 3 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v3i3.776

Abstract

Pronunciation is a critical yet challenging aspect of language learning, particularly in diverse classrooms where learners come from varied linguistic backgrounds. Mispronunciations can hinder effective communication and reduce learners' confidence. Despite its importance, pronunciation instruction is often neglected in language curricula, leaving learners ill-prepared for real-world interactions. This study addresses this gap by exploring effective strategies to tackle pronunciation challenges in multilingual classrooms. The research aims to identify the most common pronunciation difficulties faced by learners in diverse language classrooms and evaluate the effectiveness of targeted instructional strategies in addressing these challenges. A mixed-methods approach was employed, combining quantitative pre- and post-tests with qualitative classroom observations and interviews. Participants included 150 learners from diverse linguistic backgrounds enrolled in an English as a Second Language (ESL) program. Targeted pronunciation exercises, including minimal pair drills and intonation practice, were implemented over a 12-week period. Data were analyzed using statistical software and thematic analysis. The findings revealed significant improvements in learners' pronunciation accuracy, particularly in stress patterns and vowel sounds. Participants reported increased confidence in speaking and greater awareness of their pronunciation errors. Classroom observations indicated that interactive and repetitive exercises were most effective in addressing pronunciation challenges. Targeted pronunciation instruction is essential for improving communication skills in diverse language classrooms.
Human-Centered Artificial Intelligence Model in Classroom Management in Early Childhood Islamic Education Study Programs Idris, Meity H.; Riza, Eva; Manfaatin, Eva; Chai, Som; Akhtar, Shazia
Al Irsyad: Jurnal Studi Islam Vol. 5 No. 1 (2026): Al Irsyad: Jurnal Studi Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/alirsyad.v5i1.967

Abstract

Digital transformation demands adaptive classroom management; however, the implementation of Artificial Intelligence in Islamic higher education has not yet been structured into a human-centered model that considers pedagogical, ethical, and humanistic values. This study aims to analyze the needs of digital classroom management and to formulate a contextual Human-Centered Artificial Intelligence model for Islamic higher education. The research employed a qualitative approach with conceptual development studies through interviews, classroom observations, academic documentation, and interpretive thematic data analysis. The findings suggest that classroom management is confronted with difficulties stemming from diverse student capabilities, fluctuations in learning engagement, and inadequate utilization of learning data. To mitigate these issues, a Human-Centered Artificial Intelligence Model was developed, incorporating learning analytics, adaptive recommendation systems, and humanistic pedagogical tenets grounded in Islamic educational principles. This model designates educators as the principal decision-makers, with AI functioning as a data-driven support system. The model's implementation could potentially augment learning efficacy, personalize the learning experience, and sustainably enhance the quality of pedagogical interactions. Consequently, the integration of Human-Centered Artificial Intelligence fortifies adaptive classroom management by harmonizing technology, humanistic values, and the strategic function of educators. This study offers a conceptual model of AI-driven classroom management that is humanistic, contextually relevant, and pertinent to Islamic higher education within the digital age.
Co-Authors Akhtar, Shazia Chai, Napat Eva Manfaatin EVA RIZA, EVA idris, Meity H. Nur Latifah, Nur Pao, Chai SULASMI ANGGO Wahyudin Rahman