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All Journal Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities
Kembaren, Farida Repelita Waty BR
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Exploring AI-Powered Speaking Applications on Learning Styles Accommodation Among Indonesian Senior High School Students Salami, Cut Miftahul; Dalimunte, Muhammad; Kembaren, Farida Repelita Waty BR
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1160

Abstract

This qualitative case study addresses the understudied interplay between students' diverse VARK learning styles (Visual, Auditory, Read/Write, Kinesthetic) and their engagement with an integrated AI-powered speaking platform, Practica AI, within the Indonesian socio-cultural context. The research was driven by the practical observation of varied learning outcomes among students using the same AI tool, suggesting a critical mediating role of individual learning styles. Conducted over three months at SMA Sukma Bangsa Lhokseumawe, the study employed a descriptive case study design with six purposefully selected 10th-grade participants representing a spectrum of VARK profiles. Data were collected through semi-structured interviews, non-participant observations, participant reflective journals, and document analysis (VARK questionnaires, app logs). Thematic analysis revealed three primary findings. First, learning styles functioned not as static labels but as dynamic strategic identities; students consciously curated personalized learning pathways by selectively navigating and combining Practica AI's multimodal features. Second, the study conceptualizes a critical "affordance-accessibility gap," where the effectiveness of a technological feature is contingent upon its alignment with the user's cognitive style, rendering the same feature a strength for one learner and a point of friction for another. Third, the research documents the significant cultural practice of "socializing the interface," where students collectively transformed the individualistic AI tool into a collaborative learning experience through peer comparison and shared scenario analysis, aligning with the local gotong royong (mutual assistance) ethos. Crucially, the study elucidates how these style-mediated experiences indirectly contribute to speaking skill improvement by fostering metacognitive awareness, reducing anxiety, and enabling targeted micro-skill practice. The study concludes that the efficacy of AI in language learning is co-constructed through the negotiation of intrinsic cognitive preferences, technological design, and the socio-cultural learning context. It underscores the urgent need for pedagogical strategies that foster metacognitive awareness and for instructional designs that are not only multimodal but also culturally responsive.
Exploring Challenges, Strategies, and Human Impacts of Bilingual Class in Indonesian Secondary School Dalimunte, Muhammad; Kembaren, Farida Repelita Waty BR; Zamzami, Zamzami
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1015

Abstract

Bilingual learning has been increasingly implemented in Indonesian secondary schools to enhance students’ English proficiency and global competitiveness; however, its classroom implementation remains uneven and challenging. This study aims to explore the challenges, instructional strategies, and human impacts of bilingual learning in everyday school practices. Employing a qualitative case study approach, the research was conducted at SMPS Iskandar Muda Aceh Utara through classroom observations and semi-structured interviews with teachers, students, and school administrators. The findings reveal that bilingual learning encounters interconnected challenges at multiple levels, including students’ limited academic English proficiency, teachers’ pedagogical and linguistic constraints, and insufficient institutional and policy support. Although many students demonstrate conceptual understanding, they often struggle to articulate academic ideas in English, while teachers struggle to balance content mastery and language use. To address these challenges, teachers and schools adopt adaptive strategies such as code-switching, scaffolding, flexible language practices, and gradual implementation of bilingual instruction. Beyond instructional outcomes, the study highlights significant human impacts, particularly on students’ motivation, socio-emotional development, and classroom engagement. Initial anxiety and hesitation are commonly observed; however, supportive instructional practices foster increased confidence, resilience, and active participation over time. This study concludes that bilingual learning should be understood not merely as a technical instructional model, but as a human-centered educational practice shaped by linguistic readiness, emotional dynamics, and institutional context.
Bridging the Gap: A Dual-Perspective Analysis of Audio-Visual Material Integration in Indonesian EFL Speaking Classrooms Afdhali, Fikra; Dewi, Utami; Kembaren, Farida Repelita Waty BR
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1033

Abstract

The integration of English audio-visual (AV) materials has been widely promoted as an effective approach for enhancing speaking skills in English as a Foreign Language (EFL) contexts; however, a persistent gap remains between its theoretical potential and classroom implementation in Indonesia. This qualitative case study aims to investigate perceptions and challenges of using AV materials for speaking skill development, examining both student and teacher perspectives. The study employed an applied qualitative research design, collecting data through Google Forms, classroom observations, and document analysis, involving two English teachers and 13 students at a private language institute in Lhokseumawe, Indonesia. Thematic analysis revealed a systemic misalignment between stakeholders. Students perceived AV materials as engaging, anxiety-reducing, and essential for accessing authentic language input, and they expressed a strong preference for interactive and creative speaking activities. In contrast, teachers, despite recognizing the pedagogical value of AV materials, faced significant constraints, including limited preparation time, unstable technological infrastructure, exam-oriented curricular pressures, and insufficient Technological Pedagogical Content Knowledge (TPACK). This TPACK deficiency led to predominantly input-focused and pedagogically simplified use of AV materials, limiting opportunities for meaningful spoken output. The study concludes that the primary barrier to effective AV integration lies not in technological access but in interconnected institutional, professional, and curricular constraints. To address this gap, the study proposes a tripartite framework consisting of institutional support re-engineering, TPACK-oriented professional development, and curricular realignment to legitimize AV-mediated speaking practice. These findings provide context-sensitive recommendations for transforming AV use from passive consumption into active speaking production in Indonesian EFL classrooms.
Co-Authors Afdhali, Fikra Dalimunte, Muhammad Salami, Cut Miftahul Utami Dewi Zamzami