Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal JELLT (Journal of English Language and Language Teaching) IJORER : International Journal of Recent Educational Research
Vitalya Gemilang, Adria
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

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Students' Perception on Project-Based Learning in Teaching Speaking at Vocational High School Johanes Climacus Setyo Karjono; Sabrina Sintyasakti, Nimas; Vitalya Gemilang, Adria
JELLT (Journal of English Language and Language Teaching) Vol 8 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i2.18592

Abstract

The aim of this study lies in its potential to revolutionize the way speaking skill is developed in vocational high schools. By exploring the students’ perception of Project-Based Learning, teachers can gain new perspectives on how to engage students in meaningful and practical speaking activities. This approach not only helps students prove their speaking skills but also prepares them for real-world situations where effective communication is crucial for success. This study used a descriptive qualitative approach. The qualitative data in this study come from a variety of sources, including an observation checklist, field notes, and interviews. The data were collected using semi structured- interview. The data were gathered from 72 students. In classroom activities, Project-Based Learning frequently necessitates access to technology, materials, and resources that may not easily available in vocational high school. To be able ensure fair access to high-quality education for schools, this issue must be resolved.
Harnessing AI-assisted Writing in Educational Institutions: A Systematic Literature Review Sudirman, Anselmus; Kristanto, TMA; Vitalya Gemilang, Adria; Rais, Burhanudin
IJORER : International Journal of Recent Educational Research Vol. 7 No. 3 (2026): May
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i3.1172

Abstract

Objective: This review aims to explore AI-assisted writing tools that can meet diverse learning needs and improve student writing performance in educational settings. It also examines the strategies teachers utilize to effectively integrate these tools into academic environments, ensuring student engagement and maintaining academic standards within educational institutions. Method: The analysis utilized the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, which involved a systematic synthesis of findings from 22 selected articles gathered from a total of 1500 scholarly sources published in journals indexed by Scopus and Web of Science (2020-2025). These sources were accessed through various databases, including Web of Science, Scopus, PubMed, ScienceDirect, SpringerLink, Tandfonline, and IEEE Explore. Results: The findings indicate that AI writing tools enhance grammatical accuracy, structural clarity, and syntactic sophistication, providing timely and thorough feedback that complements traditional teaching methods. They play an essential role in fostering creativity and engagement by facilitating brainstorming and the structuring of ideas. The ethical use of AI and its effects on academic integrity were recognized as crucial considerations for teachers. The implications highlight the necessity of developing integrated feedback models that combine AI and human input, establishing clear ethical standards, and improving critical AI literacy among students. Novelty: The study highlights the transformative possibilities of AI-assisted writing tools in education, promoting their deliberate incorporation to improve conventional teaching methods and enhance students' learning experiences. This review offers an entirely new viewpoint through its thorough examination of AI integration in different educational environments, delivering detailed insights that inform future teaching methods and promote a well-rounded view of technology-enhanced learning.
Co-Authors Anselmus Sudirman, Anselmus Johanes Climacus Setyo Karjono Sabrina Sintyasakti, Nimas TMA. Kristanto