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All Journal FOSTER: Journal of English Language Teaching Edumaspul: Jurnal Pendidikan
Ilham Sahabuddin
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Education Languange, Linguistic, Communication & Media Other

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The Use of Hello English Application in Improving Students’ Vocabulary Mastery Nur Irmayanti; Khadijah Maming; Ilham Sahabuddin; Hasman Hasman
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.7897

Abstract

Hello English is an English learning application used to help users improve their English language skills. The application presents a variety of learning materials, interactive exercises, and games designed to improve students' vocabulary. Therefore, this study aims to see whether students' vocabulary mastery can improve by using the Hello English application. The researchers applied the pre-experimental method with one group pre-test and post-test design in this study. The population of this study were eighth grade students of SMPN 10 Parepare. The sample of this study was eighth grade students consisting of 27 students, students were selected using simple random sampling. The form of pre-test given was 10 forms of matching test and 10 forms of fill the blank. The results showed that the pre-test scores of eighth grade students improved after being taught using Hello English application. The average score obtained by students through the pre-test was 68.51 and the post-test was 77.96. This is supported by the hypothesis test obtained t table value of 1.705. Thus, because the calculated t-test of 8.256 > 1.705, the basic selection of decision making is H0 rejected and Ha accepted. which means the Hello English application can improve the vocabulary mastery of eighth grade students of SMPN 10 Parepare. In addition, students also look active and enthusiastic in the learning process by using the Hello English application as a learning media.
Integrating ChatGPT into EFL Critical Reading: Effects on Students’ Analytical Thinking Ilham Sahabuddin; Asriadi Rasyid; Sianna
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.456

Abstract

This study examined the integration of ChatGPT into critical reading instruction and its association with students’ analytical thinking in an EFL higher education context. The study was motivated by the limited empirical evidence on how ChatGPT supports critical reading skills, particularly in identifying arguments, evaluating evidence, making inferences, comparing perspectives, and constructing analytical responses. A quantitative approach with a pre-experimental one-group pretest-posttest design was employed. The study was conducted at Universitas Muhammadiyah Parepare and involved 10 fourth-semester students of the English Education Study Program enrolled in a Critical Reading course. Data were collected through analytical thinking tests administered before and after the intervention, using a critical reading rubric covering argument identification, fact-opinion distinction, evidence evaluation, inference, perspective comparison, idea connection, and evidence-based response construction. The data were analyzed using descriptive statistics, Shapiro-Wilk normality test, paired sample t-test, normalized gain, and Cohen’s d. The findings showed that the mean score increased from 58.50 in the pretest to 74.50 in the posttest, with a mean gain of 16.00. The normalized gain was 0.39, indicating moderate improvement. The paired sample t-test revealed a significant difference, t(9) = 13.74, p < 0.001, and Cohen’s d = 4.35 indicated a very large effect size. The results indicated that ChatGPT integration was associated with improved students’ analytical thinking in critical reading.
Integrating ChatGPT into EFL Critical Reading: Effects on Students’ Analytical Thinking Ilham Sahabuddin; Asriadi Rasyid; Sianna Sianna
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.456

Abstract

This study examined the integration of ChatGPT into critical reading instruction and its association with students’ analytical thinking in an EFL higher education context. The study was motivated by the limited empirical evidence on how ChatGPT supports critical reading skills, particularly in identifying arguments, evaluating evidence, making inferences, comparing perspectives, and constructing analytical responses. A quantitative approach with a pre-experimental one-group pretest-posttest design was employed. The study was conducted at Universitas Muhammadiyah Parepare and involved 10 fourth-semester students of the English Education Study Program enrolled in a Critical Reading course. Data were collected through analytical thinking tests administered before and after the intervention, using a critical reading rubric covering argument identification, fact-opinion distinction, evidence evaluation, inference, perspective comparison, idea connection, and evidence-based response construction. The data were analyzed using descriptive statistics, Shapiro-Wilk normality test, paired sample t-test, normalized gain, and Cohen’s d. The findings showed that the mean score increased from 58.50 in the pretest to 74.50 in the posttest, with a mean gain of 16.00. The normalized gain was 0.39, indicating moderate improvement. The paired sample t-test revealed a significant difference, t(9) = 13.74, p < 0.001, and Cohen’s d = 4.35 indicated a very large effect size. The results indicated that ChatGPT integration was associated with improved students’ analytical thinking in critical reading.
Co-Authors Asriadi Rasyid Hasman Hasman Khadijah Maming Nur Irmayanti