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All Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Tiarnita Maria Sarjani Br. Siregar
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Implementation of Bilingual Learning to Develop Students’ Language Skills: Penelitian Tiarnita Maria Sarjani Br. Siregar; Aldo Loviandri Sihombing; Elida Ronauli Saragi; Elsa Desima Sitorus; Sarah Artamevia Tamba
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.4088

Abstract

The implementation of bilingual learning contributes significantly to the development of students’ language abilities through the integrated use of two languages. Literature indicates that bilingual instruction enhances listening, speaking, reading, and writing skills while also enriching students’ understanding of academic concepts taught in the classroom. The process of shifting between the first language (L1) and the second language (L2) has been shown to strengthen cognitive flexibility, executive functioning, and higher-order thinking skills. Pedagogical strategies such as translanguaging, linguistic scaffolding, the use of visual media, and the CLIL approach play essential roles in creating effective, communicative, and meaningful learning experiences. Beyond linguistic and cognitive benefits, bilingual education also positively influences students’ social and emotional development, including increased self-confidence, collaboration skills, and cultural sensitivity. However, its implementation still faces challenges such as limited teacher competence in managing two languages, insufficient learning materials, and the need for more systematic planning. Overall, bilingual learning provides great opportunities to shape students who are academically strong, cognitively adaptive, and socially inclusive.
Pemanfaatan Kecerdasan Buatan (AI) Generatif untuk Personalisasi Pembelajaran Bahasa Inggris : Tinjauan Pustaka tentang Potensi dan Desain Metodologi: Penelitian Tiarnita Maria Sarjani Br. Siregar; Tania Valensya Br Sihombing; Dwi Anggina Pasha; Nisya Sazwana Nasution; Alia Fatia Zahra Olii
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4461

Abstract

This study aims to analyze the potential implementation and design a conceptual methodological framework for utilizing Generative Artificial Intelligence (AI) in the context of bilingual English language learning in Indonesia. Stemming from the limitations of the one-size-fits-all learning model in accommodating the diverse proficiency levels and first language backgrounds of students, this study employs a systematic literature review and conceptual analysis as its primary methods, without involving field data collection. The results of the literature synthesis indicate that Generative AI, particularly through its capability to produce content, feedback, and interactive scenarios in real-time, holds transformative potential for realizing personalized learning on a large scale. The research proposes an AI-Based Adaptive Learning Methodology Design that encompasses three main pillars: 1) Rapid Diagnosis and Adaptive Learning Pathway Determination based on students' linguistic data; 2) Creation of Contextual Bilingual Materials (e.g., generating reading texts with controlled difficulty and cognitive assistance translations); and 3) Instant Feedback and Error Correction Systems Tailored to individual error patterns. The implementation of this proposed model is expected to serve as a theoretical guide for the development of language learning platforms that are more effective, inclusive, and relevant to the specific needs of bilingual students.
Co-Authors Aldo Loviandri Sihombing Alia Fatia Zahra Olii Dwi Anggina Pasha Elida Ronauli Saragi Elsa Desima Sitorus Nisya Sazwana Nasution Sarah Artamevia Tamba Tania Valensya Br Sihombing